THE EFFECT OF TEACHER TESTING

ON PERSONALITY CHARACTERISTICS

OF TEACHERS

by

Patricia Carr Slaughter

Dissertation submitted to the Faculty of the

Virginia Polytechnic Institute and State University

in partial fulfillment of the requirements for the degree of

DOCTOR OF EDUCATION

in

Educational Administration

APPROVED:

Robert R. Richards, Chairman

Maurice Berube

Jim C. Fortune

Glen I. Earthman

Richard G. Salmon

July, 1987

Blacksburg, Virginia

THE EFFECT OF TEACHER TESTING

ON PERSONALITY CHARACTERISTICS

OF TEACHERS

by

Patricia Carr Slaughter

Committee Chairperson: Robert R. Richards

Educational Administration

(ABSTRACT)

This study determined whether there was a relationship

between the responses of teachers to teacher competency

tests, measures of self-concept, and locus of control. The

study was designed to investigate the issue of student and

cooperating teachers responses toward testing. Fifty-five

student teachers from Old Dominion University and Virginian

Wesleyan College were paired with cooperating teachers from

the school systems of Norfolk, Virginia Beach, and

Chesapeake, Virginia.

To determine their responses toward competency testing

of teachers, a critiqued questionnaire was administered to

this population. The Rotter Locus Of Control (1965) was

given to determine if an individual viewed control of one's

life from an internal or external prospective. In order to

ascertain an individual's self-concept, the Tennessee Self

Concept Scale was administered. The results from the

instruments were analyzed using percentages and comparisons

using the chi square test.

Results indicated that there was no significant

difference (< .05) in responses of teachers toward testing

of teachers. No significant differences were found in how

internals and externals viewed testing; nor were there

significant differences found between those with high and low

self concepts. Conclusions from the study indicate that

student and cooperating teachers are not opposed to

competency testing of teachers. The respondents felt that

persons will not be encouraged or discouraged from entering

the teaching profession because of their feelings about

teacher testing or because of personality characteristics

such as locus of control or self-concept.

ACKNOWLEDGEMENTS

No dissertation would be completed without the guidance

and expertise of a committee. The chairmanship of Dr. Robert

R. Richards could be described as a paragon. The intellect

of Dr. Jim C. Fortune was invaluable in the design and

statistical interpretation of this study. Dr. Maurice

Berube, a gifted writer, offered much assistance with

composition. Dr. Glen Earthman provided needed support. A

special thank you is submitted to these gentlemen. I would

also like to extend my gratitude to Dr. Richard Salmon.

A debt of gratitude is owed to ., Virginia

Beach City Public Schools;

Public Schools; and

, Norfolk City

, Chesapeake City Public

Schools. A thank you is extended to these persons and their

school systems for allowing me to test within their systems.

Thanks is also extended to , Old Dominion

University, and , Virginia Wesleyan College,

who were most gracious in allowing me to survey their student

teachers. Appreciation is extended to the student and

cooperating teachers who participated in this study.

was invaluable in the statistical analysis

iv

of this study. To

of typing.

, a special thanks for the labor

To the teachers and staff of Providence Elementary and

Rosemont Forest, I thank you for believing in me. A special

note to for her continual encouragement. The

special help of is appreciated.

Acknowledgement is also given to the caring friends who

heartened and prodded me when necessary. Gratitude is

extended to my parents, and , who taught me

that anything worth having will require work.

The finale of acknowledgements is relinquished to my

husband, , and daughters, and

It was through their support, sacrifices, and patience that

this endeavor has become an accomplishment.

v

DEDICATION

This dissertation study is dedicated to

Having you as a family is not an

accomplishment; rather, a gift from Above.

vi

~ and

ABSTRACT . . . .

ACKNOWLEDGEMENTS

DEDICATION . .

TABLE OF CONTENTS

LIST OF TABLES .

LIST OF FIGURES.

CHAPTER

I INTRODUCTION .

II

Statement of the Problem .

Significance of the Study.

Definition of Terms.

Hypotheses

Limitations of the Study .

Organization of the Study.

REVIEW OF LITERATURE

Introduction . . .

Characteristics of a Professional.

Li censure. . .

Present Status of Testing Teachers

by States. .

vii

Page

ii

iv

vi

x

xi

1

4

5

5

7

7

8

9

9

10

14

18

Types of Test Utilized

Advantages of Testing.

Disadvantages of Testing

Test Anxiety .

Self-Concept .

Locus of Control

Summary.

III METHODOLOGY AND PROCEDURES

Introduction .

Population .

Research Design.

Instrumentation.

Data Collection.

Limitations ...

Statistical Analysis

IV ANALYSIS OF DATA

Introduction . .

Data Gathering Procedures.

Population Demographics ..

Percentages of Response to

Statements .

Summary of Responses

viii

. . . . . . .

Page

19

20

22

24

26

30

33

34

34

34

38

38

47

48

48

50

50

50

53

57

65

Locus of Control and Percentages

of Responses .

Summary of Responses .

Tennessee Self-Concept Scale and

Percentages of Responses

Summary .....

V SUMMARY, CONCLUSIONS, AND

RECOMMENDATIONS . .

Summary ..

Populations

Research Design .

Findings. . .

Conclusions

Discussions .

Recommendations for Further Study

BIBLIOGRAPHY .

APPENDIX

VITA

ix

Page

66

72

72

80

82

82

83

83

84:

85

85

86

87

95

LIST OF TABLES

Table

1. Demographic Characteristics of Student

2.

3.

4.

5.

6.

and Cooperating Teachers. . . ...

Percentages of Responses Across Items by Two Study Groups .

Demographic Characteristics of Internal and External Populations ......... .

Percentages of Responses Across Rotter Scale According to Statements . . . . . . . . . .

Demographic Characteristics of High and Low Concept Populations

Percenrtages of Responses Across Tennessee Self-Concepts According to Statements .......... .

x

Page

54

58

67

69

74

78

Figure

1.

LIST OF FIGURES

Number of States in Which All or a Majority of the Board Members of the Occupation Licensed Must be Practitioners of the Occupation Licenses. . . . . . . . . . . . . .

xi

Page

16

CHAPTER I

INTRODUCTION

The National Commission on Excellence in Education

(1983) delivered a report which declared that public schools

in the nation were in a declining state. According to the

Virginian-Pilot (1985), the phrase ''A Nation at Risk" has

become a cliche'. The Commission's report focused attention

on the need for high schools to impose tougher graduation

requirements, for colleges and universities to set higher

standards for those entering the teaching profession, and for

states and school districts to raise the salaries of teachers

(NEA Today, April 1986).

Since then, state legislatures, governors, state boards'

of education, and various ad hoc committees have taken a

renewed interest in devising and publicizing plans to raise

the standards of the schools and those of its teachers. "The

competency testing of teachers can be directly attributed to

the public's growing concern about the quality of education

and their [sic] subsequent concern about the quality of the

nation's teachers" (Sandefur, 1984, p. 3). As of this

writing, 46 states have implemented competency testing before

giving teachers initial certification according to Sandefur

(1986). In the state of Virginia, effective July 1, 1986, a

1

2

teacher candidate is expected to achieve scores established

by the State Board of Education, in order to achieve initial

certification (VOICC, 1985).

The American public is demanding that classrooms be

staffed with teachers with higher standards of competence.

A 1984 Gallup Poll reported that 89% of the public and almost

2/3 of the teachers polled favored state exams for beginning

teachers (Gallup, 1984, p. 107). Another survey, conducted

by the Institute for Research on Teaching at Michigan State

University, found that more than 80% of Americans favored

national teacher exams with teachers working during the

summer to upgrade their skills, according to Heger (1985).

Pipho (1985) wrote of a conference cosponsored by the

American Enterprise Institute and the National Center for

Education Information held in Washington, D.C. in February,

1985. Thirty-five nationally known educators at the

conference favored a five year undergraduate program and

passage of a national proficiency examination for teachers.

Educational deans from universities offering teacher

education also recognize the need for reform. According to

the Holmes Report (1986), members favor requiring college

students to demonstrate mastery of knowledge and skill across

multiple domains. Mastery of writing and speaking skills

would be required in order to gain admission in the teacher

3

education program. A second examination would be

administered prior to student teaching. This would include

mastery of subjects to be taught, skill in lesson planning,

and delivery of instruction. A third examination would

include observation and evaluation of teaching styles with

demonstration of analytical skills.

LOCUS OF CONTROL

Another important factor in the selection of teachers

is external-internal locus of control characteristics.

Hamacheck (1978) supports the concept that a "good" teacher

is more likely to have an internal rather than an external

frame of reference. Morgan and Culver (1978) include

Butterfield's (1964) definition of locus of control as a

characteristic of personality that represents the extent to

which an individual believes that events in his life are

under his own personal control. The behavior of a person is

dependent on his locus of control. Internals can be

described as more assertive in their attempt to control,

master, manipulate, and cope with their environment in an

effective way. Internals are less likely to blame outside

factors for failures than are externals. Phares (1957) added

that an internal belief leads to pride in one's work because

with this kind of belief one can take credit for success.

Morgan and Culver (1978) describe the two extremes on the

behavior continuum. Internals attempt to master their

4

environment, rely on personal skills, and pay attention to

inward feelings. Externals, on the other extreme, are easily

manipulated, rely more on chance and luck, and are more

responsive to what happens outside of themselves.

SELF-CONCEPT

There are numerous factors in effective teaching. Many

studies suggest that classrooms should be staffed by

individuals who have high self-esteem. Jersild (1940)

presents evidence that the teacher is a significant person

in the lives of children. Enthusiasm, sensitivity, and

understanding are characteristics to be valued in the

selection of teachers for elementary children. Hamacheck

(1978) has conducted studies which indicate that how children

perform in school is influenced by the teacher.

An internal locus of control and a positive self-concept

are desirable traits of a good teacher. The literature will

identify the characteristics of these personality attributes.

The importance, of staffing classrooms with the highest level

candidates is discussed throughout this study.

STATEMENT OF THE PROBLEM

The problem of this study is to compare the relationship

between the responses of student teachers and cooperating

teachers to teacher competency tests, measures of

self-concept, and locus of control.

5

SIGNIFICANCE OF THE STUDY

The reactions of student teachers toward testing could

have an impact on the quality of candidates available to fill

classrooms. If teacher testing is identified as inhibiting,

the recruitment of teacher candidates or the retention of

practicing teachers could affect the size of the pool of

available teachers and the type of teacher in the pool.

Reactions of teachers toward competency testing is of

interest to teacher organizations, to employing school

systems, to teacher educators, and to the general public.

If attitudes toward competency testing should attract or

discourage individuals with certain personality qualities

regarding a teaching career, this would be of interest to the

education community and the country.

DEFINITION OF TERMS

For purposes of this study, the following definitions

are applicable:

Certification - A process by which state governments

determine teacher eligibility to become fully employed

instructors in the public schools.

Cooperating Teachers - Teachers who have been chosen to

serve as supervisors of the clinical experience of teacher

candidates.

Inseryice Teachers - Practicing teachers under contract

with certification in elem~ntary and/or secondary education.

6

Licensing - The process by which standards are set by

legislatures in order to regulate professional practices.

External Locus of Control - The belief that in life,

behavioral supports are contingent upon complex forces such

as fate, luck, chance, or other powerful causes (i.e.,

external causality). (Definitions, Richford, 1981)

Internal Locus of Control - The belief that in life,

behavioral supports are contingent upon one's own behavior

or upon one's own relatively permanent characteristics (i.e.,

internal causality). (Definitions, Richford, 1981)

Preseryice - That period in a person's experience before

practicing a profession.

Professional - An individual engaged in a full-time

occupation which requires a prolonged period of education and

training. Professional status includes licensing by a

licensure process.

Self-Concept - The image one holds of himself; the kind

of person one is and how one feels about this kind of person

(Hamacheck, 1978).

Student Teaching - Student teaching is a clinical

experience in the classroom under the direction of a

cooperating teacher and the supervision of a college faculty

member.

Testing - A procedure that evaluates skills,

competencies, and knowledge. For purposes of this study,

testing refers to the assessment of teacher competencies.

7

HYPOTHESES

The methodology this study utilizes is a comparison of

the differences of opinions between student teachers and

cooperating teachers regarding the testing of teachers.

Scores on measures of locus of control and self-concept will

be compared with the responses regarding student teacher

testing.

This problem will be tested using the following null

hypotheses:

Hypotheses 1. There will be no statistically

significant relationship between the responses of student and

cooperating teachers toward competency testing of teachers.

Hypotheses 2. There will be no statistically

significant relationship between the responses of student and

cooperating teachers toward measures of locus of control.

Hypotheses 3. There will be no statistically

significant relationship between the responses of student and

cooperating teachers toward the testing of teachers and

self-concept.

LIMITATIONS OF THE STUDY

This study is limited to specific populations within the

Tidewater area of Virginia. Specifically, this included

student teachers from Old Dominion University and Virginia

Wesleyan College. These student teachers were paired with

cooperating teachers from the Virginia Beach, Norfolk, and

8

Chesapeake City Public Schools. The results are not to be

generalized beyond these populations. Only the responses of

student teachers and their cooperating teachers were studied.

ORGANIZATION OF THE STUDY

This study is presented in five chapters. Chapter 1

includes the introduction, the purpose, statement of the

problem, its significance, hypotheses, limitations of the

study, and the outline of the organization of the study.

Chapter 2 is a review of the current literature regarding

issues of competency testing of teachers with a link to

concepts of locus of control and self-awareness. Chapter 3

describes the methodology and strategy for collecting data

with the plan for analysis. The analysis of the data is

included in Chapter 4. Chapter 5 summarizes the findings,

draws conclusions, and presents recommendations for further

study.

CHAPTZR II

REVIEW OF LITERATURE

INTRODUCTION

There is reason for concern regarding the profession of

teaching. Approximately three times as many people are

leaving the profession of teaching as are those completing

or intending to enter this field (Corrigan, 1985).

The average Scholastic Achievement Test (SAT) scores for

high school seniors who intend to major in education have

risen in the last two years. This gain follows a period of

over ten years during which the scores of future teachers

declined at a faster pace than that experienced by all

college-bound students. There remains a wide gap in scores

between prospective teachers and all other college-bound

seniors. Approximately 50% of students enrolling in teacher

education come from general or vocational programs

(nonacademic) whose preparation does not include a

college-bound curriculum (Report, 1986).

The public expects classrooms to be filled with

competent, confident candidates. Shanker (1985) suggests

that testing may serve as a vehicle for attracting viable

candidates. He expresses his belief that testing has a place

in the professionalism of occupations.

The Carnegie Forum on Education and the Economy created

a 14 member task force in 1985 to examine teaching as a 9

10

profession. One of the recommendations of this task force

is the creation of a National Board for Professional Teaching

Standards. This Board would establish standards of

professional competence and would issue certificates to

people who meet such standards. Recognition of teaching as

a profession is needed. Support for this endeavor is

expressed in the Carnegie Report (1986):

The prof essionalization of the teacher work force is the key. Professionalization promises much greater returns on our investment by reorienting policy to enhance the productivity of teachers. The effect would be to lower the cost of attracting more capable people in the classroom. In the long run, in schools as in business, the cost of quality is negative. (p. 107)

CHARACTERISTICS OF A PROFESSIONAL

One is more likely to find agreement about

characteristics that denote a profession rather than a

concise definition. Lieberman (1957) makes the distinction

between a profession and nonprofession when he states:

It is not merely that any dividing line must be arbitrary. It is that the drawing of a line, which tough arbitrary is clear, presents great difficulties if it is not impossible. Nevertheless the term profession ... clearly stands for something. That something is a complex of characteristics. The acknowledged professions exhibit all or most of these features; they stand at the centre, and all around them on all sides are grouped vocations exhibiting some, but not all of these features. (p. 1)

Since e~rly times, the professions of medicine, law, and

architecture have been recognized. According to the

11

Organization for Economic Cooperation and Development (1985),

modern day occupations such as engineering and accounting

have been granted the status and privileges of their

professions.

The characteristics of a professional listed by Schein

(1972) include:

1. The professional is engaged in a full-time

occupation that comprises the principal source of

income.

2. One can assume that a professional has a strong

motivation or calling as a reason for his choice

of a professional career, and it is assumed that

he will have a stable lifetime commitment to that

career.

3. A prolonged period of education and training is

necessary in order to acquire a specialized body

of knowledge and skills.

4. Decisions for the client are made in terms of

general principles, theories, or propositions

applied to a particular case.

5. The client's needs are assumed to be the paramount

need as the professional has a service orientation.

Included in this service are diagnostic abilities,

and competent applications of general knowledge to

the special needs of the client.

12

6. In order to serve the client objectively, the

professional and client need to establish a mutual

trust. This trust is necessary for the client to

be frank about revealing potentially damaging

information about himself. At the same time, the

professional is to withhold moral judgment, no

matter how he may feel personally about the

client's revelation.

7. The professional demands autonomy of judgment for

his own performance. In other words, the

professional is assumed to know what is good for

the client more than the client himself. The

demand for professional autonomy may put the client

in a potentially vulnerable position. In order to

deal with this vulnerability, the profession

develops strong ethical and professional standards

for its members. These standards are expressed as

codes of conduct, are usually enforced by

colleagues through professional associations, and

through licensing examinations are designed and

administered by fellow professionals.

8. The eighth characteristic could be cited as reasons

for implementing a testing program.

Professionals form professional associations which define criteria of admission, educational standards, licensing or other formal entry examinations, career lines within the

13

profession, and areas of jurisdiction for the profession. Ultimately, the professional association's function is to protect the autonomy of the profession; it develops reasonably strong forms of self government by setting rules or standards for the profession. (Scheim, p. 9)

9. A professional's knowledge is specific; granting

them knowledge and status within their area of

expertise only.

10. Generally, professionals do not seek out clients

as they are not allowed to advertise. Clients are

expected to initiate the contact.

Differential treatment of the professional and

nonprofessional stemmed from the specialized and personal

nature of the service. Restricted entry into the profession

was to ensure that all practitioners were well qualified and

competent involving the health, safety, and well being of the

public (OECD, 1985). In order to insure the availability of

personnel and to preserve the dignity of the professions,

there were restrictions on advertisements. Competition was

to be eliminated as it was felt this would undermine the

quality of the services needed by the public on an infrequent

basis. These assumptions are being changed, and in recent

years, several countries have redefined the role of a

profession. Excessive costs, lack of innovation, and

insufficient information on these services have been a direct

result of restraints on competition. Therefor~, the status

14

of the so called "private practice" professional is changing

(OECD, 1985). There is much change in professions with

little agreement over which occupations can be considered

professional.

There is even disagreement over the worth of a

professional. In an article by Richards (1975), he quotes

George Bernard Shaw who said, "A profession is the greatest

hoax ever perpetrated upon society ... "(p. 21)

"Professionalism tends to confuse the means with ends - It

comes to regard its own interest as of supreme importance;

the great aims of humanity as a whole, or of their

professions, may be legitimately subordinated to its own.

Usually some formula is invented to give apparent

plausibility or respectability to the profession's

standpoint." (Hayward, 1974, p. 12)

LI CENSURE

Licensing is defined by Fortune (1985) when he says,

"Licensing is a mechanism by which a legislative body

determines, for reasons of public health and safety, that

individuals may not engage in certain occupations unless they

have received formal permission to do so from a licensing

board or from a similar government agency." (p. 2)

Obviously, every occupation cannot be considered a

profession. Control over entry means that the profession

sets the standards of professional training that needs to be

15

satisfied for admission to practice. The regulation of the

professions in the United States has been left to the

discretion of the states. Professional control over entry

and expulsion has usually taken the form of professional

control of the state boards that license the practitioners

of the various professions. Licensure boards are usually

composed of practitioners of the profession itself. One

characteristic of the teaching profession which sets it apart

from other professions is the lack of teacher participation

in setting professional standards of licensure. (See Figure

1.)

Professional control can only be guaranteed if the

profession itself selects the licensure board members. This

is another example in which education does not meet the

criterion of a profession. In 1950, only two states, Arizona

and Indiana, had as the majority of their state board of

education, persons engaged in educational work. However, in

neither of these states did teachers have any statutory voice

in the selection of board members according to Lieberman

(1957). Government bodies serve to register and license

professionals, whereas professional associations regulate

the conduct and practice of the profession through rules or

codes of conduct (OECD, 1985).

The state of Virginia regulates the licensing of

professionals through boards. The qualifying criteria for

licensing is established by the various boards that may have

16

Attorneys 48 Physicians 48 Dentists 48 Pharmacists 46 (2) Optometrists 46 (2) Registered Nurses 44 (1) Barbers 42 ( 3) Accountants 41 (5) Beauticians 38 (4) Architects 34 (6) Chiropractors 34 ( 4) Chiropodists 31 Teachers 5 ( 1)

Figure 1. Number of States in Which All or a Majority of the Board Members of the Occupation Licensed Must be Practitioners of the Occupation Licensed

Note: The numbers in parentheses refer to the number of states in which the composition of the governing board was not known.

Source: The Council of State Governments, Occupational Licensing in the States (Chicago: The Council of State Governments, 1952, pp. 84-87); and information received from the American Medical Association and the American Dental Association.

Table copied from Lieberman, Myron. Education as Profession, Englewood Cliffs, NJ: Prentice-Hall, Inc. , p. 95.

,,

17

professional colleagues present. There are also boards that

are subdivisions of state agencies. Therefore, the

occupations that are licensed in the state of Virginia may

not meet the established characteristics of a profession. A

publication by VOICC (1985) lists 43 occupations as licensed

in .the state of Virginia.

Licensure differs from certification because it

prohibits practice by unlicensed individuals. Certification

programs are usually voluntary despite their basis in law.

The certification agency usually sets up education, training,

and experience prerequisites, as well as the requirements for

examination. Passing of a competency test has been a

revision in the sta.te of Virginia's regulations for

certification (VOICC, 1985).

The debate whether teaching can be considered

professional is ongoing. The proposal for the establishment

of a National Board to license or certify teachers is

endorsed by the State of Virginia's Governors Commission.

Advocates of this board feel it will elevate standards and

raise the professional status of teachers (Governor's

Commission, 1986).

Wise (1987) writes of the problems experienced by

education as a result of hiring incompetent teachers in the

SO's and 60's. The policy makers of the 1980's are now

focusing attention on the education and certification of

teachers. The proposal in.the Carnegie Report (1986) for the

18

creation of a national board for professional teacher

standards is a giant step for the profession of teaching.

This regulation of membership would become the responsibility

of a board controlled by teachers. As with other

professions, this should result in teachers' raising their

own standards.

PRESENT STATUS OF TESTING TEACHERS BY,STATES

The renewed interest in competency assessment of

tea'chers has been growing rapidly. The movement began in the

South under the influence of the Southern Regional Education

Board (SREB). In 1975, Georgia initiated testing. The

legislature of Louisiana mandated testing of teachers in

1977. By 1980, 15 states were testing teachers, 19 by 1981,

26 in 1982, 30 in 1983, and a count of 38 in 1984. Seven more

states have testing under consideration (Sandefur, 1984).

In addition to testing of preservice teachers, three states

have initiated testing of their veteran teachers. This

measure was adopted in 1983 by Arkansas. In a special

legislative session, House Bill 47 was enacted which required

all certified school personnel take a test of functional

academic skills. In 1984, the Texas House Bill 72 was passed

which required a subject-matter and basic skills test be

taken by all practicing teachers and administrators in the

state. According to the article by Pipho (1985), no

certified personnel would be dismissed, within one year,

19

solely for failure to score satisfactorily on the test. In

1985, Georgia introduced Senate Bill 82 which included

provisions for testing in subject areas for all teachers with

the exception of those with lifetime certification.

TYPES OF TESTS UTILIZED

The most widely used test is the National Teacher's

Examination. By January 2, 1986, 28 states were using one

form or another of this standardized test (NTE Bullet~n,

1986). California and certain other states have th~ir own

test. The California Achievement Test is also used in

Oklahoma. Other states use the American College Test (ACT)

and the Scholastic Aptitude Test (SAT). According to

Sandefur (1984), there is a variety from state to state.

Georgia, Alabama, and Oklahoma have developed separate

content knowledge tests for each of the certified fields.

The state of Arkansas has contracted with the founder of lOX

Assessment Associates, Dr. James Popham, to develop a

criterion-referenced test. In this state, preservice and

inservice teachers and administrators will be tested (Flippo,

1984).

Criterion-Referenced Tests

A criterion-referenced test gives a comparison of each

student's level of mastery to the total body of knowledge

that the test has been designed to cover. The test yields

the achievement of content~ rather than the rank ordering of

20

students for purposes of evaluation. Mastery of objectives

of subject matter or a body of knowledge would be evaluated

with the utilization of a criterion-referenced test. Most

often there are pass, fail, rather than rankings in

criterion-referenced tests.

Norm-Referenced Tests

A norm-referenced test offers a comparison of each

student to that of a norming group utilizing the mastery of

content. There are varying degrees to which a test measures

how much a student has learned. There is emphasis on

reporting of how much a student learns in relation to the

placement of students in norm groups. In line with reporting

of test results, The Educational Testing Service (Publishers

of NTE) plans to publish a breakdown on the number of

questions answered correctly as well as the number answered

incorrectly. The comparison of the criterion-referenced

versus the norm-referenced was explained by Isaac (1981).

ADVANTAGES OF TESTING

Most issues or reform measures are cause for contention.

Proponents of testing feel that higher criterion will lead

to a greater standard of entry. This philosophy has been

endorsed by Albert Shanker, president of the American

Federation of Teachers (AFT). He claims that once an

occupation gains a reputation of attracting poor quality

applicants, the better candidates shy away. With tightened

21

standards, perhaps more capable candidates will be attracted

to the profession. Mr. Shanker supports increased

professionalism of teachers. The empowering of teachers with

the right to govern their own is his goal (Shanker, 1985).

The National Education Association (NEA), led by Mary

Harwood Futrell, its president, has reversed a former stance,

and now supports a resolution to test preservice teachers.

This union prefers a pedagogical subject matter test.

However, this 1.6 million member organization does not feel

testing should be the only criteria for certification of

teachers, according to Pipho (1985). The movement towards

professionalism has led to the reverse in policy.

A second advantage of testing could be listed as

satisfying the demands of the public as well as various

commissions, panels, and ad hoc committees charged with the

reformation of education. This accountability to the public

was emphasized by the results of a poll conducted by Donald

Ferree, Jr., Associate Director of the University of

Connecticut Institute of Social Inquiry. Five hundred

residents of Connecticut were in favor of teachers receiving

better pay only if these teachers were willing to take a

competency test before they entered the profession. This

researcher reported that the sampling population was also in

favor of periodical exams to demonstrate that teachers are

keeping abreast of education skills (Olson, 1985).

22

Olson (1985) reported that two other organizations

favoring testing of teachers were the California Commission

on the Teacher Profession and the Carnegie Forum on Education

and the Economy. The California Commission developed new

proposals in regard to renovations of teacher training and

went on record as favoring a complete testing of candidates.

The Carnegie Forum, a 14 member panel organized to develop a

blueprint for the professionalization of teachers, also

favored examination of teachers.

The reorganization and development for preservice or

inservice teacher education programs can be cited as a third

advantage. The results of teacher competency testing may

generate changes that are needed in the college preparation

of future teachers. Flippo (1984) believes that the

improvement of teacher preparation programs will upgrade the

teaching profession. He expresses the belief that these

results can lead to solidifying traditional and fragmented

subjects that are often being taught in "teacher's colleges. 11

DISADVANTAGES OF TESTING

There are many who feel that disadvantages outweigh

advantages in the practice of testing of teachers. One

disadvantage considered by some is loss of local control.

As testing becomes mandated by legislatures, it will be the

states, rather than the local school boards, that set policy.

Since the reform movement has begun, there is loss of local

23

autonomy. If states can require the testing of preservice

teachers, then perhaps the movement to test inservice

teachers will follow. At present, the lawmakers in three

states, Arkansas, Texas, and Georgia, have mandated the

testing of "all" teachers.

Perhaps the most convincing of arguments against testing

is the failure rate among minority teachers. Peter Garcia,

Dean for Extended Education at Pan American University in

Edinburg, Texas, has said, "These tests are a disaster for

prospective minority teachers" (Education Week, 1985, p. 5).

A survey of ten Southern states found that the number of

black teachers have fallen from 6.4% between 1980-81 and

1983-84. This figure dropped from 77,932 to 72,910 while the

total number of teachers has risen a percentage point from

522,683 to 525,987. The testing movement will result in

fewer minority teachers. Despite the decline of minority

teachers, the population of minority students, especially in

the elementary schools, will increase. This will result in

fewer adult role models for minority students.

A final argument against testing may be the factor of

timing. August and September 1985 papers were headlined with

the shortage of teachers. The state of New Jersey adopted

alternative certification. This included passing a NTE test

on subject matter as well as serving a probationary teaching

year under close supervision. It is true this movement will

attract more liberal arts graduates into teaching. An

24

article (Staff, 1985) reported that 26 public school teachers

were hired despite their not being able to pass a writing

test. The issue of testing becoming an act of futility

(depending on supply and demand) may be raised.

Competency testing of teachers, despite the opposition,

is a requirement in the majority of states for certification

in teaching. The public supports this movement as a measure

of reform in the public schools. Therefore, preservice and

inservice teachers need to be prepared with the intellectual

skills and psychological confidences to master this

requirement. The literature cited below includes

descriptions of many psychological factors which impede or

make difficult successful completion of teacher's

examinations.

TEST ANXIETY

For many, taking a standardized test creates such stress

that passage is virtually impossible. Testing has been

described as one of the most important aspects of negative

motivation with debilitating effects on academic

performances. Dusek (1980) defines test anxiety as "an

unpleasant feeling or emotion state that has physiological

and behavioral concomitants and that is experienced in formal

testing or other evaluative situations." (p. 88) Anxious

children or adults will not show optimal performance in test

and other evaluative school situations as a result of this

25

deprecating anxiety (Hill & Wigfield, 1984). Sarason (1980)

includes test anxiety as a special case of general anxiety.

It includes phenomenological, physiological, and behavioral

responses that are included when talking about the

possibility of failure. The characteristics of anxiety

listed by Sarason (p. 6) are very similar to those

individuals with symptoms of inferiority (Hamacheck, 1978).

The characteristics of anxiety include:

1. The situation is seen as difficult or threatening.

2. The individual sees himself as ineffective, or

inadequate in handling the task.

3. The individual focuses on negative consequences of

personal inadequacy.

4. The individual becomes preoccupied with

self-deprecatory consequences and this interferes

with the task-relevant cognitive activity.

The reduction or the elimination of test anxiety is a complex

problem. Recognition of the problem is viewed as a first

step. Coaching has often helped such individuals. Practice

sessions in test taking may lessen some of the anxiety. A

revision in study skills has aided others. Exhibiting

confidences in one's own ability is suggested in order to

master this crippling feeling of inadequacies (Sarason,

1980).

26

SELF-CONCEPT

The individual, his personality, and/or his behavior can

be described by the term, self-concept, and other descriptors

such as self-awareness, self-image; self-perception, or

self-esteem. Self-concept cannot be physically measured but

it can be defined. One can identify causative factors for

the formation of this concept, and one can relate

self-concept to behaviors and performance (Smith, 1975).

Definition of Self-Concept

To gain understanding of a universal term utilized by

the social sciences, several definitions need to be

considered. Purkey (1970) defined self-concept as related

to all aspects of the perceptual field when a person says "I"

or "me." He says self-concept is a system of beliefs which

a person holds true about himself, each belief having a

related value. Jersild (1952) was more explicit in

describing the internalization of self-concept when he

expresses it as a composite of the thoughts and feelings of

a person's awareness of his own existence. Fredenburg (1971)

interpreted self-concept as relevant behaviors and a pattern

of attitudes which are learned in the same ways as any other

kinds of behaviors and attitudes.

27

Formation of Self-Concept

The formation of self-concept begins shortly after

birth. Meyers (1966) says it is the mother and father who

are critical in molding and maintaining the child's

self-image. He suggests that a child's behavior is a

function of the expectations of others who are significant

to him (i.e., home environment). A positive self-concept is

best served by warm parents, who give respectful treatment

to their children. This respect includes clearly defined

limits. Smith (1975) indicated that formation of

self-concept continues into the adolescent years. Despite

research findings being inconclusive regarding the

self-concept of the individual's socio-economic environment,

it has been established that significant others, family and

close friends, are the most dominant influences. The

self-concept is stable enough to influence future decisions

about self and possible occupations by the time the

individual has reached adolescence. Several researchers have

indicated that self-image can be changed or modified, either

positively or negatively. The firm establishment of

self-concept usually takes place in the late adolescent

stages (Jersild, 1952).

The Teacher and Self-Concept

Attention to the relationship between education and

self-concept was noted when Morse (1964) stated, "Next to the

28

home, the school is the single most important force in

shaping of a child's self-concept.'' (p. 40) Studies have

shown that the teacher needs to have a positive and realistic

attitude about himself and his abilities before he is able

to reach out and respect others. Berger (1953) reported that

there is a marked relationship between the way an individual

sees himself and the way he sees others.

"A basic assumption of the theory of self-concept is

that we behave according to our beliefs. If this assumption

is true, then it follows that the teacher's beliefs about

himself and his students are crucial factors in determining

his effectiveness in the classroom" (Purkey, 1970, p. 45).

Combs (1969) indicates that a teacher's attitude toward

himself and others is important, even more so than his

techniques, practices, and materials.

Jersild (1952) has completed work that substantiates the

importance of attitudes teachers have about themselves. He

believes understanding of one's self is important in becoming

effective in the classroom. Jersild suggested that inservice

group counseling situations be conducted to allow attitudes

and feelings to be explored with each other. These sessions

should allow more effective teaching in the classroom and

increased understanding and sensitivity to others.

29

Self-Concept and Academic Achievement

Appreciation of self-concept is vital in the

teacher-learner environment. Since 1967, there have been

many studies that correlate self-concept and academic

achievement. A longitudinal study (6 years) by Brookover

(1969) and associates reported a finding of the self-concept

of ability in relation to achievement between sexes. Even

when intelligence was factored out, achievement in school is

limited by the student's concept of his ability. It was also

found that the self-concept of ability is even a better

predictor of success in school than an overall self-concept.

A second hypothesis of Brookover found that confidence in

one's academic ability is a necessary, but not absolute,

factor in determining scholastic success. A study conducted

by Rogers, Smith, and Coleman (1978) described an

experimental condition where there was a significant

achievement in math and reading.

These and other findings present a case for choosing

teachers who have healthy self-concepts to fill the

classrooms. The single-parent homes, the increase in

minority populations, and the working mother are issues in

the 1980's. These and other societal changes reinforce the

need for role models in the classroom.

30

LOCUS OF CONTROL

Reinforcements can be described as a frame of reference

from which to perceive significant events in our lives. The

way an individual chooses to view such reinforcements seems

to be dependent upon the nature of the events. There is a

need for individuals to explain important events in

comprehensible terms. The concept of locus of control

refers to the degree to which individuals assume personal

responsibility (i.e., internal locus of control) for life's

events or the degree to which these events are the result of

extrinsic or uncontrollable forces (i.e., external locus of

control) (Richford, 1985). There is debate according to

Bielby and Seigler (1977) as to whether locus of control is

a state-like construct which is determined by the situation

and is capable of change.

Locus of control orders individuals on a continuum

according to the degree in which they are responsible for the

reinforcements which occur in life. Rotter (1966) developed

one of several measures, the I-E Scale (Internal-External).

Morgan and Culver (1978) refer to the significant amount of

research that has been generated in the last 25 years on the

subject. The majority of the research has been done in

relation with achievement. Extensive use of locus of control

measures may be attributed to the concern of social

scientists for the negative societal consequences which

31

results when groups of individuals (most often the

disadvantaged) are rated as external (MacDonald, 1973).

MacDonald describes certain factors that directs one

toward an external orientation. Among the reasons he lists

are: social discrimination, prolonged incapacitation, and

child rearing practices. More data and research are needed

to verify the above list as positive causal factors.

External Locus of Control Characteristics

The reinforcement of an external is not seen as

contingent upon a subject's own behavior. It is the

alienated or powerless individual who feels unable to control

his own destiny (James, 1957). Effran's study (1963)

supported the idea that externals have less of a need to

repress their failures since they have already accepted

external factors in determining their success and failure to

a greater extent than those internal subjects.

Rotter (1966) described externals as persons who believe

their fate is in the hands of others. These people can be

described as docile, suspicious, and emotional. They feel

rewards come from external sources. Morgan and Culver (1978)

suggest externals have less of a need to repress their

failures since they have already accepted external factors

in determining their success and failure to a greater extent

than those of internal subjects.

32

Internal Locus of Control Characteristics

Rotter (1966) characterizes internals as being

confident, a controller of their own destiny, richer, and

better educated. Morgan and Culver (1978) express the belief

that internals behave in the way they do because of their own

purposeful behavior. Internals will be more assertive in

their own attempt to control, master, manipulate, or

otherwise cope with their environment in an effective way.

Rotter (1975) suggests that people who are high on the need

for achievement have a belief in their own abilities or

skills to determine the outcome of their efforts. Phares

(1957) has noted that an internal belief system lends itself

to take pride in one's work because with this kind of belief

one can take credit for the successes.

Pref erred State for Teachers

There is reason to believe that an external orientation

need not be judged as negative, despite the notion that it

is preferable in our society to possess an internal locus of

control. Rotter (1975) suggested that psychologists should

not assume that an internal orientation is automatically a

preferable state. He feels both extremes of the continuum

may be an unrealistic approach to life.

33

SUMMARY

The review of literature and research related to this

study provided the following summary data:

1. There is a need to attract qualified candidates in

the profession of teaching. This issue is important as the

supply of competent teachers is not equivalent to the demand.

Attention has been focused on the need for reform with higher

standards adopted for teaching personnel.

2. Testing of teachers has been initiated as the result

of higher expectations by the American public. The testing

movement began in the South in 1975 and has grown rapidly to

include 38 states by 1984 (Sandefur, 1984). A variety of

competency tests are used with The National Teacher's

Examination as the instrument of choice in 28 of the states.

3. The professional status of teachers is an ongoing

debate. Proponents of testing feel this new requirement will

add creditability to increased recognition of this

occupation.

4. Raising of standards for teachers, acceptance as a

profeision, and meeting the demands of the public can be

listed as the advantages of testing.

5. Opponents to testing will list the loss of local

control, and the increasing interest in a movement to test

veteran teachers as drawbacks. The reduction in the number

of minority candidates, and inequities in choosing

34

candidates, depending on supply and demand, are cited as

disadvantages.

6. The self-concept can be described as subject to

change, despite the early development in life, and the

maturation during adolescence. The school is enumerated as

second to the family in importance in the nurturing of a

positive image of one's self. According to Jersild (1952),

Morse (1964), and Purkey (1970), the teacher who has a good

self-image is, very influential in the development of a

positive concept of students.

7. Locus of control, according to Butterfield (1965),

is a characteristic of personality that represents the extent

to which an individual believes that events in his life are

under his control. The behavior of the individual is

dependent on his locus of control. The teacher, identified

as an internal, will have more of a positive approach to the

management of a classroom.

The summation derived from the search of literature,

reports, and current events is consistent with the scope of

this study. Teachers identified as having a high

self-concept, and an internal locus of control will react

favorably to the testing of teachers. The description of the

instruments and research design described in Chapter Three

are measures to evaluate this premise.

CHAPTER III

METHODOLOGY AND PROCEDURES

INTRODUCTION

The purpose of Chapter 3 is to describe the methods used

in assessing responses of teachers and student teachers to

teacher testing, locus of control, and measures of

self-concept. The relationships between student teachers and

cooperating teachers responses will be compared and analyzed.

The hypotheses stated in Chapter 3 were tested by use

of the chi square statistic at the 5% level of confidence.

POPULATION

Students who were currently completing their clinical

experience and the cooperating teachers who supervised them

were the intact populations of this study. These student

teachers from Old Dominion University (ODU) and Virginia

Wesleyan College (VWC) were scheduled to practice teach in

the fall semester. The rationale for choosing student

teachers was to choose candidates to whom passing of the

National Teacher's Examination was of paramount importance.

Cooperating teachers were included to compare how experienced

teachers viewed competency testing of teachers.

Permission to give three instruments to the student

teachers was given by Mrs. Annabel Sacks, Director of Student

Teaching, Old Dominion University. Permission was granted

by Dr. Victor Culver, Director of Student Teaching, Virginia

35

36

Wesleyan College to administer these three instruments to the

fall class of Virginia Wesleyan College. The three

instruments were also given to the cooperating teachers.

Names of cooperating teachers were obtained from the school

systems of Virginia Beach, Norfolk, and Chesapeake.

DESCRIPTION OF HIGHER EDUCATION INSTITUTIONS AND SCHOOL DIVISIONS

Old Dominion University is an urban university located

in Norfolk, Virginia, with an enrollment of 4,000 graduates

and 11,000 undergraduates. The University offers a

comprehensive program of liberal arts and sciences with

various graduate programs offered. It was founded as a

division of the College of William and Mary in 1930. It is

divided into six schools, including the Darden School of

Education. Accreditation is offered by the Southern

Association of Colleges and Schools. A quality point average

of 2.00 is required for student teaching. The National

Teacher's Examinations are to be taken in the semester prior

to student teaching.

Virginia Wesleyan is a four year, fully accredited

liberal arts residential coeducational United Methodist

related college with an enrollment of 1,000. The college

offers a Bachelor of Arts degree and provides certification

in elementary and secondary education. Requirements for

student teaching include a 2.5 cumulative grade point average

as well as completion of a prescribed curriculum. Students

37

take the National Teacher's Examinations during their senior

year.

The school division of the city of Virginia Beach with

64 schools is fully accredited by the State Department of

Education and the Southern Association of Colleges and

Schools. The system is the largest city school system in

Virginia to hold full accreditation. Five new schools are

in the construction or final planning stages. Additionally,

seven others are proposed within the next five years. The

student population of approximately 62,000 students is the

second largest in the state. This enrollment is served by

6,100 employees including more than 3,300 teachers (Office,

1986-87).

Norfolk City Public Schools is the third largest school

division in the state of Virginia. It is a fully accredited

urban school system with 40 elementary schools, eight middle

schools, and five senior highs. The enrollment of over

39,000 students is served by more than 2,000 teachers. The

pupil-teacher ratio is 18.4 (Office of Informational

Services, 1986).

The third completely accredited school division of this

Tidewater area is Chesapeake. This region can be described

as among the fastest growing of the cities with an area of

353 miles. Capital improvement plans include the building

and purchasing of school sites to meet the needs of the

growing population.

38

This school system operates 24 elementary schools, six

junior highs, and five high schools. Over 26,000 students

attend the Chesapeake Public Schools that are staffed by more

than 1,500 teachers (Chesapeake Public Schools, 1986).

RESEARCH DESIGN

This descriptive study utilized the research design

comparing the relationships of the responses between student

·and cooperating teachers toward competency testing of

teachers. A field tested questionnaire accessed the

responses of student and cooperating teachers toward testing.

To determine if there was any relationship between locus of

control, the I-E Scale (Rotter, 1966) was administered to

both groups. A third instrument, The Tennessee Self-Concept

Scale was given as a self administered test taken by student

and cooperating teachers.

INSTRUMENTATION

The survey instrument (Appendix A) was a nonstandardized

instrument written by this author for the purpose of

gathering the responses of student and cooperating teachers

toward testing of teachers. Five educationally interested

panel of experts field tested the instrument. Implementation

of their corrections and additions were made. The

demographic page included categories to be marked for sex,

age, and number of years experience. Page two and three of

39

the instrument contained 15 statements using a Likert-type

scale.

The concept of locus of control theory according to

Rotter (1954) assumed that the situation produces or is

composed of cues in which the subject has attached

expectancies on the basis of previous experience. These are

expectancies behaviors that will lead to specific

consequences or reinforcements. Expectancies are determined

by the past history of reinforcement with certain cues, and

generalized expectancies which may relate to the nature of

the behaviors involved, reinforcements, nature of cues, or

all three.

The Rotter I-E Scale has been most often correlated to

other measures of personality according to the scale's

validation studies. The I-E Scale is nonstandardized. There

are no meaningful breaks across a variety of studies, and

according to Richford (1981), moderately external scores in

one study may resemble internal scores in other samples.

Locus of control is normally regarded as an either/or

proposition (i.e., internal vs. external) even though this

was not Rotter's original content. Limitations and the low

predictability of "specific criteria'' (Charlier, 1977) and

the limitations of the measure itself have opened this scale

to criticism. Rotter's intention was not to construct a

model, but simply to explain a personality trait.

40

Another criticism of the I-E Scale has been made by

MacDonald (1973) who argues that correlations with social

desirability has been low. (Marlow Crown -.07 to ±.35) He

also questioned the findings of factor analysis. MacDonald's

(1975) analysis have revealed that the I-E Scale measures two

factors. One factor pertains to control related to people

in general and phrased in by a third person. A second factor

targets the individual and his personal view of control.

MacDonald explains the second factor as prominent on the

items with the highest factor loadings, and these are phrased

in the first person singular.

The criticisms of dimensionality, response set, social

desirability, and nonstandardization are faults of the

instrument. MacDonald (1973) who led in fault finding admits

that the Rotter Scale is not as pure as it should be.

"However, until such time as the issues are resolved,

Rotter's scale is still to be recommended as a measure of

generalized I-E expectancy" (p. 229).

Most often, scores are separated at the mean, therefore

identifying externals as those who score above the mean and

internals as those who score below the means. In other

studies, a score of one standard deviation above the mean

could be judged as external. In this same reference, a score

of one standard deviation below the mean could result in this

subject being considered as an internal.

41

To expedite completion of the scale, the buffer

questions were eliminated (Dr. Rotter, Appendix D). The

scores from zero to 23 can measure internality as measured

by low scores and externality indicated by high scores.

Rotter (1966) reported a mean score of 9.05 for a sample of

black undergraduates and 8.4 for three samples of college

students. A racially mixed sample of Adult Basic Education

students reported a pretest mean score of 9.925 as reported

by Welsh-Hill (1981).

A copy of the Modified I-E Scale (i.e., the I-E

questions minus the buffer items) is located in Appendix B.

DESCRIPTION OF THE TENNESSEE SELF CONCEPT SCALE

The Tennessee Self-Concept Scale (TSCS) was selected as

a self-report instrument that would assess individual

self-concept. According to Bentler (1972) and Swinn (1972),

the TSCS could be self-administered, was applicable to an

adult population, was simply read, was comprehensive, and

could be used in a counseling setting if desired.

The Tennessee Self-Concept Scale is composed of 100

self-descriptive statements; the subject determines the

applicability of each of these statements to himself and

responds to each on a five point scale, ranging from

completely false, through partly false, to completely true.

The norming group for the TSCS was 626 subjects according to

Fitts (1965). The group for standardization were in age

42

ranges from 12 to 68, an equal number of males and females,

black and white subjects, and members of all social,

economic, intellectual, and educational levels. Fitts (1965)

reported the test-retest reliability coefficients to range

from .60 to .92 with the majority falling within the .70 to

.80 range.

Twenty-four major scores or subscales were identified

by Fitts (1965) as being most relevant to general

self-concept research involving student groups. The

Tennessee Self Concept Scale yields these scores:

Self-Criticism Scores (SC). This score represents a

scale of defensiveness and is composed of ten items. In an

effort to present a favorable picture of themselves,

individuals who deny most of the mildly derogatory statements

could be described as being defensive. A normal, healthy

openness and a capacity for self-criticism is usually

indicated by high scores. If an individual scores extremely

high, this individual may be lacking in defenses and may be

pathologically undefended. Low scores indicate defensiveness

and hint that the positive scores are artificially escalated

by the defensiveness.

Total Positive Scores CP). This score is the most

important as it reflects the overall level of self-esteem.

Individuals with high scores have confidence in themselves,

feel they have worth and value, tend to like themselves, and

act accordingly. Feelings' of anxiousness, depression,

43

unhappiness, little faith or confidence in themselves,

doubting of their own self worth, are revealed by low scores.

Row I P Score--Identity. Items of "what I am" describe

a basic identity and are an indication of how the individual

sees himself.

Row 2 P Score--Self Satisfaction. This score is derived

from items where the individual describes how he feels about

the self he perceives. Because of the high standards and

expectations he holds for himself, an individual might score

low in Self Satisfaction even though he has high Identity_and

Behavior Scores. Or, he may have low Identity and Behavior

Scores and have a high Self-Satisfaction Score.

Row 3 P Score--Behavior. This score is derived from

those items which say "This is what I do, or this is the way

.I act." These scores measure the individual's perception of

his own behavior or the way he functions.

Column A--Physical Self. An individual's state of

health, physical appearance, view of his body, skills, and

sexuality are reflected by these scores.

Column B--Moral-Ethical Self. An individual's

relationship to God, feelings of being a "bad" or "good"

person, and satisfaction with his religion, or lack of, is

described in this area from a moral-ethical frame of

reference.

Column c--Personal Self. An individual's sense of

personal worth, feelings of adequacy, and the evaluation of

44

his personality apart from his body or his relationship to

others are indicated in these scores.

Column D--Family Self. This score describes a person's

feelings of adequacy, worth, and value as a family member.

Insight into the individual's perception of self in relation

to his most immediate circle of associates is given.

Column E--Social Self. Another "self as perceived in

relation to others" category, this score pertains to "others"

in a more general way than with family and the immediate

circle of associates. A person's sense of adequacy and worth

in his social interaction with other people is revealed in

this score.

Total Variability Scores CV). A measure of

inconsistency from one area of self-perception to another is

provided in the variability score. Low scores indicate low

variability, with an approach to rigidity if extremely low.

Whereas, high scores indicate that the individual is quite

variable in this respect. Little unity or integration in the

individual's self-concept is indicated by high Total V

scores. Individuals who score high tend to compartmentalize

certain areas of self and view these areas apart from the

remainder of self.

Column Total V. The external frame of reference is

measured and summarized from the variations of score within

the columns.

45

Row Total Variability. This score summarizes the

variations across the rows, an internal frame of reference.

The Distribution Score (D). In responding to the items

of the TSCS, this score reveals the way a subject distributes

his answers across the five available choices. An individual

who is very definite and certain in what he says about

himself will score high, whereas, low scores mean the

opposite. The persons who hedge and avoid committing

themselves most often mark three on the answer sheet usually

score low and can be described as defensive and guarded.

Extreme scores, often obtained from disturbed people, are

undesirable on this variable.

The True-False Ratio (T/F). Regardless of item content,

a subject's approach to a task involves a strong tendency to

agree or disagree is shown in this score. This score shows

a means of self-definition or self-description, if

consideration is drawn from the framework of self-theory.

T/F scores that are low mean the individual is focusing upon

what he is not instead of what he is. High T/F Scores

indicate that the individual is achieving self-definition by

focusing on what he is and is relatively unable to accomplish

the same thing by elimination of what he is not. Middle range

scores indicate that the subject achieves self-definition by

a balanced employment of both tendencies, as affirmation of

that is the self and elimination of what it is not.

46

Total Conflict Scores. Positive minus negative

differences of discrepancies is measured in the Total

Conflict Scores. High differences which are variable in

direction will not cancel each other out regardless of sign.

Confusion, contradiction, and general conflict in

self-perception are revealed in high scores. The opposite

interpretation is given in low scores. Extremely low scores

may indicate that the subject is presenting an extremely

tight and rigid self-description that instead of a true

self-image, one may suspect this as an artificial, defensive

stereotype. Disturbed people generally have extreme scores

on this variable depending upon their disorder and the nature

of their problems.

Applicability. The validity of the Positive Scores is

usually checked by the Self-Criticism Scores. Insight into

the level of openness of specific student groups to

educational experiences they will meet is given in these

scores as well as provisions of defensiveness.

Positive Scores include Identity, Behavior,

Self-Satisfaction, Physical Self, Moral-Ethical Self, Family

Self, Personal Self, Social Self, and Total P (Total P is a

cumulative score for the eight other Positive Scores) are

viewed as most crucial to this study. Self-esteem is

measured from an internal frame of reference (Identity,

Self-Satisfaction, and Behavior) and is revealed in these

scores. The extreme frame of reference (Physical,

47

Moral-Ethical, Personal, Family, and Social Self) is given

in these scores.

The consistency of self-concept across the areas listed

under Positive Scores are served as a reference by the

Variability Scores. Insight into personality integration is

provided by these scores. Individuals who have high positive

scores usually score below the mean but above the first

percentile, or they may reveal movement in that direction in

terms of self-concept change which reflects low variability

without rigidity.

The Distribution Scores is of particular significance

when groups show movement from low or extreme scores in

either direction. Individuals with low scores avoid

commitment and may not be open to change.

Conflict and True-False Ratio Scores correlate highly

and can reveal an individual's positive or negative

interpretation of what he is. A high True-False Score can

reveal a tendency to be easily influenced by others. The

description of scores was given in the manual (Fitts, 1965).

DATA COLLECTION

Student teachers from Old Dominion and enrolled student

teachers from Virginia Wesleyan College were subjects for

testing in this study. They were given the inventories at

their orientation meeting. The names of their cooperating

teachers were supplied by the Virginia Beach City, Norfolk

48

City, and Chesapeake City Public School Systems. These

subjects were sent a packet of the inventories to be

completed and returned. Both populations were given a

standard cover letter introduction to the project. Results

of the locus of control scale and the TSCS were tabulated and

reported to interested subjects.

LIMITATIONS

Several limitations existed within the study and the

findings:

1. The locus of control, despite the popularity of the

Rotter Scale, is a nonstandardized instrument. The survey

to access teacher responses is also a nonstandardized

instrument.

2. The TSCS is a self-report instrument; like other

self-report instruments is subject to question in assessing

what it is supposed to access.

3. Generalizations regarding the data and findings of

the study should be applied with caution, in consideration

that the data and subjects were drawn from isolated subjects.

STATISTICAL ANALYSIS

The nature of the hypothesis lent itself to employing

statistical procedures of correlation and percentages. The

technique used in this correlation analysis was the Pearson

product moment (r). The level of significance used was the

<.05.

49

The results of the instruments on the subject of

testing, the Locus of Control Scale, and The Tennessee

Self-Concept Scale were analyzed. With the consideration of

variables, the results were given in percentages and

frequencies.

CHAPTER IV

ANALYSIS OF DATA

INTRODUCTION

With the demand of the public for competent teachers,

the testing movement has spread rapidly. Legislatures,

various ad hoc committees, and professional organizations

have been the impetus of this reform movement. To

investigate how student and cooperating teachers responded

toward the competency assessment of teachers was the intent

of this research.

The purpose of this study was to determine whether there

was a relationship between the responses of teachers to

teacher competency tests, measures of self-concept, and locus

of control.

DATA GATHERING PROCEDURES

The fall classes of student teachers from Old Dominion

University (ODU) and Virginia Wesleyan College (VWC) were

selected as the population in this study. On August 25,

1986, 67 student teachers were administered the Reaction to

Testing of Teachers' Suryey, The Modified I-E Scale, and The

Tennessee Self-Concept Scale. The 25 student teacher

instruments not selected were either incomplete (n=7) or the

subjects were practice teaching in other cities or counties

(n=18) rather than in the three school systems selected.

50

51

On September 9, the same instruments were administered

to 14 student teachers from VWC. Thirteen were acceptable

with one student teacher not returning the instruments.

There were 55 total acceptable surveys from ODU and VWC.

Names of cooperating teachers were obtained from the school

systems of Virginia Beach, Norfolk, and Chesapeake. Prior

permission had been granted by these school systems (Appendix

A, B, and C) to send the same instruments to the cooperating

teachers who would be working with the student teachers for

the seven week period from September 2nd through October

17th. The number of cooperating teachers to be sent letters

were 19 in Virginia Beach, 24 in Norfolk, and 12 in

Chesapeake (n=55), for a total matched population of 110.

Using the school system's internal mail communication system,

each teacher received a package containing the following

materials. A cover letter was included to explain the

purpose of the study, the promise of respondent

confidentiality, and the request for participation from the

student/cooperating teachers. The responses of

student/cooperating teachers to testing of teachers was

obtained via a 15-question survey which employed a

five-choice Likert scale (Appendix D).

A demographic data sheet was included to obtain

pertinent information regarding the subjects. In order to

determine if the respondents were internal or external in

their perceptions of control, the Modified I~E Scale (Rotter,

52

1966) was included. With the elimination of seven buffer

questions (Appendix E), the scale included 23 A or B choice

statements. The Tennessee Self-Concept Scale (Fitts, 1965)

is a standardized test designed to measure one's

self-concept. The responses were written on answer sheets

that accompanied the booklets. Nineteen packets were sent

to Virginia Beach teachers on September 22nd with the due

date of October 15th; 15 received by this date. Four phone

calls were made to nonrespondents on October 13th. Two more

responses were received by October 20th. By October 24th,

all 19 were received with a final return of 100%.

The 24 cooperating teachers in Norfolk were sent packets

on September 26th with the due date set on October 15th.

Thirteen were returned by this date. Phone calls to the

remaining 11 were made on October 14th. A second set of

instruments was sent to nine of the cooperating teachers.

By October 30th, the final deadline, five more packets (n=18)

had been returned. This accounted for a 75% rate of return.

The cooperating teachers selected in Chesapeake had been

encouraged to participate by Dr. Len Wright (Appendix D).

Dr. Wright's letter of September 30th preceded the sending

of 12 packets on October 1st. October 17th was set as the

due date; with receipt of 8 by this date. Follow-up of the

four nonrespondents was made via phone calls on October 20th.

Two subjects were sent additional packages with a final

53

return of ten by October 30th. The return rate of Chesapeake

was 83%. The combined return of the three systems was 85%.

Phone calls and/or letters were sent to 24 subjects.

The week of November 10-14th was used to inform the student

and/or cooperating teacher who had requested results as to

how they rated on the instruments.

POPULATION DEMOGRAPHICS

Table 1 presents the characteristics of the student and

cooperating teachers using the chi square level of

significance to the < .05 level. Using the independent

variable of sex, the division by gender was made. The 55

student teachers included 8 (14.5%) males and 47 (85.5%)

females. A total of 47 cooperating teachers included 10

males (21.3%) and 37 females (78.7%). The chi square found

was .39 and .79 which is not significant at the 5% confidence

level.

The second independent variable was age. The majority

of the teachers, n=47 (46.1%), were included in the 21-30 age

category. This figure was the highest with 42 of the student

teachers or 76.4% falling within this range. Five of the

cooperating teachers comprised this population. For the

second category of 31-40, 37.3% included 11 student teachers

and 27 cooperating teachers. The third category of 41-50

included two student and 11 cooperating teachers. This was

54

Table 1

Demographic Characteristics of Student and Cooperating Teachers

Student Teachers Cooperating Teachers (N=55) (N=47)

Sex Male 8 10 Female 47 37

Age 21-30 42 5 31-40 11 27 41-50 2 11 51-60 0 4

Race Black 0 7 White 52 39 Native American 2 1 Other 1 0

Teacher Type by College

ODU 42 0 vwc 13 0

School Division Virginia Beach 19 19 Norfolk 24 18 Chesapeake 12 10

Teacher Experience

None 55 1- 5 0 5 6-10 0 13

11-15 0 14 16-20 0 10 21 or more 0 5

*Significance at p < .05; X 2 (z)~ 3.84

x2 2 D.F.

.39

.79

45.74*

9. 62~'<

98*

.41

1021<

55

the lowest percentage category of 3.9%. The chi square of

45.74 was found to be significant (p < .05).

The third independent variable of race was recorded.

The breakdown of student teachers was 52 whites, 2 Native

Americans, and 1 listed other for a total of 55. Under the

category of cooperating teachers, there were 7 blacks, 39

whites, and 1 Native American for a total of 47. Again the

chi square of 9.62 at the p < .05 level was found to be

significant.

The percentages of students from the respective colleges

included 78.2% (n=43) from Old Dominion University and 21.8%

(n=12) from Virginia Wesleyan College. The percentages of

cooperating teachers were 40.4% (n=19) from Virginia Beach,

38.3% (n=l8) from Norfolk, and 21.2% (n=lO) from the school

system of Chesapeake. The chi square found was 98 which is

significant at the 5% confidence level.

The number of student teachers who had turned in

acceptable responses were 19 from Virginia Beach, 24 from

Norfolk, and 12 from Chesapeake for a total of 55 assigned

student teachers. The pairing of these student teachers with

their cooperating teachers resulted in 19 responses from

Virginia Beach (100%). Eighteen (75%) of the Norfolk

cooperating teachers responded, and 10 teachers (83%) sent

back material from Chesapeake. The chi square of .41 was not

significant at the .05 level of significance.

56

Another division, utilizing teaching experience for

student and cooperative teachers, was calculated. Fifty-five

(100%) of the student teachers had no experience. Five

(10.6%) of the cooperative teachers had from 1-5 years of

experience, 13 (27.7%) of the cooperative teachers listed

from 6-10 years experience. The highest percentage (29.8%)

of 11-15 years of experience was given by 14 of the

cooperating teachers. In the category of 16-20 years, 10

(21.3%) cooperating teachers qualified. The final category

of 21 and more years of experience was given by five (10.6%)

cooperating teachers. Forty-seven or 100% of the cooperating

teachers listed their years of contractual teaching. The

diversity of number of years of experience accounted for

difference in response. The chi square of 102 was found to

be significant at the .05 level of significance.

Percentages of Responses to Statements

The questionnaire contained 22 statements that had been

reviewed by a panel of experts. These experts included Mr.

Robert Deford, Member of the State of Virginia's Board of

Education; Mr. Dan Graves, Program Administrator for

Personnel/Staff Development, Chesapeake City Public Schools;

Dr. Roger Johnson, Associate Professor, Education Curriculum

& Instruction, Old Dominion University; Dr. Ulysses Spiva,

Virginia Beach City Public School Board Member; and Dr.

57

Shirley Wilson, Norfolk City Public School's Assistant

Superintendent.

Table 2 contains tabulations of the responses in

percentages to the 22 statements. This table and the

narrative present the data to test Hypothesis One which

holds:

There will be no significant difference between the

responses toward competency testing of teachers

between student teachers and cooperating teachers.

PERCENTAGE OF RESPONSES TO STATEMENTS

Statement one: Testing of teachers has come about as

the result of demands by the American public for higher

teacher competence. The response to this statement was

generally positive with 83.6% of the student teachers in

agreement. Cooperating teachers were more receptive to this

statement with 93.6% in agreement. The chi square found was

2.99 and was not significant at p < .05.

Statement two: There is a need to improve the status

of the teaching profession. Under both categories of student

and cooperating teachers, this was the statement that

received the highest percentage agreement. Eighty-seven and

three tenths percent of the student teachers were in

agreement. Cooperating teachers were even higher in their

consent with 97.8% in agreement, producing a chi square of

5.35.

58 .,

Table 2

Percentages of Responses Across Items by Two Study Groups

Student Teachers a Cooperating Teachers b x2 df=2

Item DC u<l Ae D u A

Sl 7.3 9.1 83.6 4.3 2.1 93.6 2.99 S2 7.3 5.5 87.3 2.1 0 97.8 5. 35;'<' S3 9.1 9.1 81. 8 10.6 4.3 85.1 3.48 S4 47.2 29.1 23.6 44.7 23.4 31. 9 7. 32'" S5 20.0 32.7 47.3 59.6 14.9 25.6 19. 89;': S6A 32.8 16.4 50.9 53.1 25.5 21. 3 10. 54;•: S6B 18.1 27.3 54.6 38.3 17.0 44.6 6. 66;': S6C 23.7 20.0 56.3 31. 9 19.1 49.0 6. 56;': S7 7.3 9.1 83.7 6.4 2.1 91.4 3.43 S8 10. 9 7.3 81. 8 12.7 12.8 74.5 2.05 S9A 5.4 18.2 76.4 8.6 10. 6 80.9 3.61 S9B 1. 8 18.2 80.0 12.7 12.8 74.4 7. 19;': S9C 1. 8 14.5 83.6 14.9 19.1 66.0 8. 5 7>': S9D 9. 1 18.2 72. 7 21. 3 21. 3 57. 4 6. 05>'< SlO 41. 8 29.1 29.1 38.3 19.1 42.6 3.78 Sll 63.7 23.6 12.7 76.6 14.9 8.5 1. 59 S12A 27.3 29.1 43.6 36.2 17.0 46.8 5. 901':

S12B 63.6 21. 8 14.5 51. 0 17.0 31. 9 4. 20;': Sl2C 58.2 30.9 10.9 51.1 34.0 14.9 1. 83 Sl3 45.4 3.6 50.9 36.2 0 63.8 5 0 21;': S14 34.5 45.5 20.0 48.9 36.2 14.9 4.521':

S15 0 72.7 27.3 0 76.6 23.4 0.76

Averages 24.65 22.3 53.3 29.97 18.17 51. 83

aStudent teachers (N=55)

be . ooperat1ng teachers (N=47)

CD is a total of scores from SD (strongly disagree) and D disagree.

~ is undecided.

eA is a total of scores from SA (strongly agree) and A agree. *Significance at p < .05; x2(z)?,3.84

59

Statement three: If testing of teachers is to be

successful. the idea of testing must be accepted by

teachers. Again the response was positive with 81.8% in

agreement voiced by student teachers. The cooperating

teachers were 85.1% in agreement. The chi square found was

3.48 and was not significant at p < .05.

Statement four: Testing of teachers will improve the

guality of instruction in the classroom. Reaction by the

student teachers to this statement was generally negative.

A total of 47.2% were against, with 29.1% undecided and only

23.6% in agreement. The cooperating teachers were also

against with 44.7% opposed, 23.4% undecided, and 31.9% in

agreement. The chi square found was 7.32 showing that the

cooperating teachers were more in agreement with the

statement than were the student teachers.

Statement five: Veteran teachers should be tested

before being awarded a certificate renewal. The student

teachers responses were: 20.0% against, 32.7% undecided, and

47.3% in agreement. Reaction to this statement by

cooperating teachers was generally negative. Under the

category of disagreement, 59.6% were against with 14.9%

undecided. Agreement was expressed by 25.6%. The chi square

found was 19.89 showing the lack of concordance between the

groups.

Statement six: The decision to test teachers should be

made:

60

6A: at the local board level. Responses of the student

teacher were 32.8% against, 16.4% undecided, and

50.9% in agreement. The cooperating teachers were

neutral to negative with 53.1% in disagreement,

25.5% undecided, and 21.3% in agreement. Again a

significant (p < .05) chi square was found to be

10.54.

6B: by the state board of education. Student teachers

were more favorable to this as the governing body

for testing. Eighteen and one tenth percent

disagreed, 27.3% were undecided, and 54.6% were in

favor. Cooperating teachers spread their responses

with 38.3% in disagreement, 17.0% undecided, and

44.6% in agreement. The student teachers were more

in agreement producing a chi square of 6.66.

6C: at the national level. Student teachers responded

with 23.7% not in favor, 20.0% undecided, and 56.3%

in agreement. This level of governance was the most

popular by the cooperating teachers. A total of

31.9% were against, 19.1% were undecided, and 49.0%

were in agreement. A similar result to 6B was found

with 6A showing a chi square of 6.56.

Statement seven: Prospective teachers should be

required to pass a basic skills test before acceptance into

a teacher training program. The majority of student teachers

were in favor of this prerequisite testing requirement with

61

83.7% in agreement. The cooperating teachers were also in

agreement with 91.4% in favor of this type of testing. The

chi square found was 3.43, which is not significant at the

5% confidence level.

Statement eight: Testing should be uniform throughout

the U.S. so teachers can be certified throughout the nation.

This statement was well received by 81.8% of the student

teachers. Likewise, cooperating teachers, with a 74.5% vote

agreed with the desire for uniformity. The chi square for

this item was found to be 2.05 and was not significant (p <

.05).

Statement nine: Graduating student teachers should not

be certified unless they pass: (This four part question was

designed to ascertain what sections of the examinations were

rated the most important.)

9A: the basic skills/general knowledge section of the

NTE exam. The majority of student teachers

surveyed were in favor of this prerequisite testing

requirement with 76.4% in agreement. Cooperating

teachers responded affirmatively with 80.9% in

agreement. The chi square was 3.61 and was not

significant.

9B: a content and speciality examination. Student

teachers expressed approval with 80% in favor of

inclusion of this examination. Cooperating

teachers were in favor of including this part of

62

the examination with 74.4%. The chi square of 7.19

was found to be significant (p < .05).

9C: professional knowledge section. Student teachers

supported inclusion of this section with 83.6%.

The response of cooperating teachers was favorable

with 66.0% in agreement. The chi square of 8.57

was found to be significant.

90: all sections of the exam. In response to this

statement, 72.7% of the student teachers were

supportive. Cooperating teachers were less

supportive with 21.3% in disagreement, 21.3%

undecided, and 57.4% in favor. Cooperating

teachers were more in favor of including the basic

skills/knowledge section (80.9% total) than any

other section. The most valued section by student

teachers was the professional knowledge section for

a total of 83.6%. The chi square of 6.05 was found

to be significant (p < .05).

Statement ten: Testing may adyersely affect members of

ethnic minority races who desire to become members. Student

teachers did not view this as a problem with 47.8% who

disagreed, 29.1% who were undecided, and 29.1% who were in

agreement with the statement.

In disagrement were 38.3% of the cooperating teachers,

19.1% were undecided, and 42.6% were in agreement. A chi

square of 3.78 was found not to be significant {p < .05).

63

Statement eleven: Testing should include only a paper

and pencil examination. This statement generated a majority

of negative responses. More student teachers disagreed with

this statement than any other. Sixty three and seven tenths

percent strongly disagreed, 23.6% were undecided; whereas

12.7% were in agreement.

Disagreement with this statement was also the highest

among cooperating teachers: 76.6% disagreed; 14.9% were

undecided, with 8.5% who were in agreement. A chi square of

1.59 was found.

Statement twelve: Testing will:

12A: improve the professional status of teachers:

Student teachers were in agreement (43.6%) with

this statement, although an above average number

(29.1%) were undecided about the effects of

testing of teachers. Cooperative teachers were

more in agreement with 46.8% agreeing. A

significant (p < .05) chi square of 5.90 was

found.

12B: discourage potential teachers from entering the

profession. Sixty-three and six tenths percent

of the student teachers were in disagreement with

this statement, 21.8% were undecided, and 14.5%

were in favor.

The cooperating teachers were also opposed

with 51.0% against, 17.0% were undecided, and

64

31.9% were in agreement with this statement. A

significant (p < .05) chi square of 4.20 was

found.

12C: be discontinued as a result of supply and demand

of teachers. This was another statement with

which student teachers disagreed. The percentage

disagreeing was 52.8% with 30.9% as undecided.

Although 51.1% disagreed, 34.0% of the cooperating

teachers were undecided. A chi square of 1.83 was

not significant (p < .05).

Statement thirteen: Generally speaking, I feel

comfortable when taking standardized tests. Although the

score of student teachers who disagreed with this statement

(45.4%) was not that different, 50.9% of the student teachers

expressed a comfortable feeling when faced with standardized

tests.

The cooperating teachers were more confident in their

test taking abilities with a total of 63.8% in agreement with

this statement. A total of 36.2% of the cooperating teachers

expressed feelings of discomfort when taking standardized

tests. A significant (p < .05) chi square of 5.21 was found.

Statement fourteen: A statement preceding items 14 and

15 directed respondents to answer either/or, rather than both

statements. I felt the NTE was a fair assessment of

knowledge needed in the classroom. The response of 45.4% was

in the category of undecided. Only 20% of the student

65

teachers were in agreement. Cooperating teachers were not

enthusiastic about the fairness of the assessment of the NTE

as a total of 48.9% voted against the test. Undecided about

the fairness of the test was expressed by 36.2% of the

cooperating teachers. A significant (p < .05) chi square of

4.52 was found.

Statement fifteen: I feel confident I will pass the

National Teacher's Examination. The student teachers

expressed indecision about this with 72.7% responding as

undecided. Twenty seven and three tenths percent were in

agreement with this statement.

The cooperating teachers were also undecided with a

76.6% record. Only 23.4% felt they would pass. A chi square

of 0.76 was found, indicating the concordance of the two

groups of teachers.

SUMMARY OF RESPONSES

The purpose of this section was to present and compare

the responses to competency testing of teachers. The

questionnaire included 22 statements and was given to student

teachers and their cooperating teachers to test Hypothesis

One which holds:

There will be no significant differences between

the responses toward competency testing of student

teachers and their cooperating teachers.

66

It has been ascertained by extensive evaluation of each

statement that the two populations were in agreement on the

majority of issues. The most controversial issue was that

of testing veteran teachers. Student teachers were in favor

of this testing (47.3%); whereas, cooperating teachers were

less enthusiastic (21.3%). Other statements were significant

due to the similarity of agreement or disagreement on

particular issues.

Based upon the findings of this research study, which

found no significant differences (p < .05) between student

teachers' and cooperating teacher's responses to testing,

Hypothesis One was retained.

LOCUS OF CONTROL AND PERCENTAGES OF RESPONSES

The second instrument used was the Rotter Scale (1966)

that measured locus of control. This 23-item questionnaire,

minus the four buffer questions, is a measure of a

personality trait. The intention of the scale is to sample

widely from different life situations, where an internal or

external attitude might be expected to affect behavior.

Table 3 presents the demographic characteristics of

student and cooperating teachers. The division of internals

and externals was made using the tabulations of scores from

the Rotter Scale (1966) with a mean of 9.925. The lower

scores were judged as internal; whereas, persons with higher

scores were rated as external. The chi square level of

67

Table 3

Demographic Characteristics of Internal and External a Populatons

Internals Externals

Total Respondents (58) (44) Student Teachers 31 24 Cooperating Tchrs. 27 20

Sex Male 12 6 Female 46 38

Age 21-30 26 21 31-40 25 13 41-50 5 8 51-60 2 2

Race Black 5 2 White 51 40 Native American 2 Other 0 0

Teacher Type ODU 23 19 vwc 7 5 Cooperating Tchrs. 28 20

School Division Virginia Beach 24 14 Norfolk 22 20 Chesapeake 12 10

Teacher Experience (58) (44)

None 31 24 1- 5 1 4 6-10 11 2

11-15 7 7 16-20 6 4 21 or more 2 3

a

.00

.01

.43

.85

3.15

2.06

1. 00

7. 74*

Internal and External Locus of Control (Rotter Scale, 1966) b Chi Square

c df = degrees of freedom

*Significance at p < .OS; x 2 (z)~3.84

68

significance (p < .05) included the variables of sex, age,

race, school division, teacher type, and teacher experience.

Table 4 presents the percentages of response across the

Rotter Scale by statement. The chi square (p < .05) is given.

These tables present the data to test Hypothesis Two which

holds:

There will be no statistically significant

relationship between locus of control and a

teacher's responses toward competency assessment.

CHARACTERISTICS OF THE POPULATION

Of the 102 respondents, 58 were rated as internal and

44 external. Under the category of internal, there were 31

student teachers (53.4%) and 27 cooperating teachers (46.6%).

Out of the 44 externals, 24 (54.5%) were student teachers and

20 (45.5%) were cooperating teachers. A chi square

significance of .00 and .01 at the < .05 level was not

considered significant.

Using the independent variable of sex, there were 12

males (20.7%) and 46 (79.3%) females listed as internal.

Under the category of external, 6 males (13.6%) and 38

females (86.4%) were listed. A chi square significance at

.43 and .85 were not considered significant.

Twenty-six (44.8%) were in the age category of 21-30.

Five (8.6%) were in the category of 41-50. The smallest

category contained two persons or 3.4%. The division of

69

Table 4

Percentages of Responses Across Rotter Scale According to Statements

Internal External

Item D u A D u

Sl 6.9 S.2 87.9 4.S 6.8 S2 3.4 3.4 93.1 6.8 2.3 S3 10.3 1. 7 87.9 9.1 13.6 S4 48.3 2S.9 2S.8 43.1 27.3 SS 39.7 22.4 37.9 36.3 27.3 S6A 48.3 12.1 39.6 34.1 31. 8 S6B 27.6 19.0 S3.S 27.2 27.3 S6C 27.6 17.2 SS.2 27.3 22.7 S7 8.6 S.2 86.2 4.S 6.8 SB 13.8 10.3 7S.9 9.1 9 .1 S9A 10.3 10.3 79.3 2.3 20.S S9B 10'. 3 17.2 72.4 2.3 13.6 S9C 8.6 13.8 77 .6 6.8 20.S S9D 17.2 lS.S 67.3 11.4 2S.O SlO 46.6 20.7 32.8 31. 8 29.S Sll 70.7 19.0 10.3 68.2 20.S Sl2A 36.2 20.7 43.1 2S.O 27.3 S12B 63.8 lS.S 20.6 so.o 2S.O S12C S8.6 29.3 12.0 so.o 36.4 S13 34.4 3.4 62.1 so.o 0 S14 39.6 43.l 17.2 43.1 38.6 SIS 0 72.4 27.6 0 77 .3

Averages 28.67 18.33 S2.97 24.68 23.lS

*Significance at p < OS; x&sup2(z)~ 3.84

x2 A df=2

88.6 .36 91. 0 2.32 77 .3 6. 287( 29.6 1.12 36.4 6. 467( 34.1 8. 38~': 4S.S 2.31 so.o 1. 68 88.6 1. 68 81. 8 1. 14 77.3 6. 147( 84.1 3.24 72.7 2.76 63.7 6. 72·k 38.6 9. 3S7: 11.4 .42 47.7 3.11 2S.O 2.32 13.6 3.7S so.o 4. 4s~·( 18.2 1. 69 22.7 . Sl

S2.17

70

externals was similar with 21 (47.7%) in the first category

of 21-30. Thirteen or 29.5% were in the 31-40 age group.

Eight (18.2%) were from 41-50, and two (4.5%) were from

51-60. The chi square significance of 3.15 was not

considered at the p < .05 level.

The third division was made according to race. Under

the internal category, 5 (8.6%) were black, 51 white (87.9%),

and 2 (3.4%) were Native American for a total of 58. The

number of externals who were black were 2 (4.5%), 40 whites

(90.9%), 1 (2.3%) Native American, and 1 (2.3%) other. The

level of significance at the < .05 level did not include the

chi square statistic of 2.06.

The colleges granting degrees were Old Dominion

University and Virginia Wesleyan College. Out of the 58

internals (56.9%), the breakdown included 28 (48.3%) as

teachers, 23 (39.7%) were from Old Dominion University, and

7 (12.1%) were enrolled in Virginia Wesleyan College. The

44 externals (43.1%) could be categorized as 20 (45.5%)

teachers, 19 (43.2%) from Old Dominion, and 5 (11.4%) were

from Virginia Wesleyan College. The chi square found was .13

which is not significant at the 5% confidence level.

Response to the Rotter Scale by school division included

a total of 58 internals. Virginia Beach had 24 (41.4%),

Norfolk 22 (37.9%), and 12 (20.7%) from Chesapeake. This

compares with the 44 externals, including 14 (31.8%) from

Virginia Beach. Norfolk had 20 externals (45.5%) and

71

Chesapeake 10 (22.7%). Virginia Beach had a higher

percentage of internals than the other two systems. Again

the chi square of 1.00 was not considered significant at the

< .05 level.

A final category was made by the number of years of

teaching experience. The internals were distributed with 31

(53.4%) with zero years of teaching experience. In the

category of 1-5 years, 1 (1.7%); 6-10 years, 11 (19.0%);

11-15 years, 7 (12.1%); 16-20 years, 6 (10.3%); 21 and more,

2 (3.4%). The category for the externals included a total

of 44 divided accordingly. None, 24 (54.5%); 1-5 years, 4

(9.1%); 6-10 years, 2 (4.5%); 1-15 years, 7 (15.9%); 16-20

years, 4 (9.1%); and 21 and more, 3 (6.8%).

The highest percentage of internals (84.6%) according

to experience was in the category of 6-10 years. Under the

category of externals, 80% were listed as having from one to

five years of experience. Significance was found at the <

.05 level of significance with a chi square of 7.74.

The percentages of average responses between internals

and externals were similar. Disagreement to statements

accounted for an average of 28.67% for internals and 24.68%

external. The category of undecided had the widest range

with internals having a percentage of 18.33% and externals

23.15%. There was little difference in the agreement

category with internals having a count of 52.97% and

externals 52.17%. In only 7 of the 22 statements using chi

72

square, (p < .05) were significant. Significant levels are

indicated in Table 4. Both internals and externals were

indecisive in their confidence toward passing the National

Teacher's Examination according to statement 15 with a .51

low level of significance at the .05 level.

SUMMARY

The purpose of this section was to determine if there

was a relationship between responses to competency testing

of teachers according to one's locus of control. The

division into internal and external was determined by the

rating on the Rotter Scale (1966). This section was included

to test Hypothesis Two which holds:

There will be no statistical significant

relationship between locus of control and teachers'

responses toward competency assessment.

Based upon the findings of this research study which

found minor statistically significant difference (p. < 05)

between responses to competency testing and one's locus of

control, Hypothesis Two was retained.

TENNESSEE SELF-CONCEPT SCALE AND PERCENTAGE OF RESPONSES

The third instrument, The Tennessee Self-Concept Scale,

is a self-administered instrument consisting of 100 self

descriptive statements. This scale was developed by William

H. Fitts in 1965. The Cou~seling Form can be completed in

73

10 to 20 minutes (mean time 13 minutes) by the subject. The

concept of one's self is influential in much of an

individual's behavior and can relate to one's personality and

an individual's mental health. Table 5 is a composite of

percentages divided into two categories. Subjects who took

The Tennessee Self-Concept Scale and received a score of 0

to 49% were rated as having a low or negative self-concept.

A subject was ranked as positive or high if their composite

scores were 50% or better. This means of comparison was

included to test Hypothesis Three which holds:

There will be no significant relationship between

responses to the testing of teachers and

self-concept.

CHARACTERISTICS OF THE POPULATION

Table 5 includes the demographic characteristics of the

number of persons who scored high or low in their

self-concept. The population who took The Tennessee

Self-Concept Scale can be summarized as follows: 55 student

teachers and 47 cooperative teachers comprised a total

population of 102. A total of 72 (70.6%) were considered

positive; whereas, 30 or 29.4% were under the category of

negative. This low self-concept category included 18 (60%)

student teachers and 12 (40%) cooperating teachers.

Thirty-seven student teachers (51.4%) and 35 (48.6%)

74

Table 5

Demographic Characteristics of High and Low Concept Populations o.

Teacher Type Student Cooperating

Sex Male Female

Age 21-30 31-40 41-50 51-60

Race Black White Native American Other

College Teacher ODU VWG

School Division Virginia Beach Norfolk Chesapeake

Teacher Experience

None 1- 5 6-10

11-15 16-20 21 or more

Low

18 12

5 25

17 9 3 1

3 25

1 1

12 13 5

13 9 8

18 1 4 2 4 1

High

37 35

13 59

30 29 10

3

4 66

2 0

36 29

7

25 33 14

37 4 9

12 6 4

a High and Low Se l f-Concept:i Mcns11 red by Tennessee Self-Concept Scale

x2 2 D.F.

.33

.63

.00

.03

1. 92

3.19

1. 36

2.22

2.81

75

cooperating teachers were ranked as having positive

self-concepts.

The independent variable of sex divided the 30 externals

into five (16.7%) males and 25 (83.3%) females. Of the 72

internals, 13 (18.1%) were male and 59 (81.9%) were females.

The majority of low self-concepts were in the age

category of 21-30. Seventeen or 56.7% were in this first

category. From 31-40, there were nine (30%) subjects. The

third category, 41-50, included three (10%). Only one (3.3%)

teacher was in the fourth category of 51-60. Internals had

the highest number (30) or 41.7% in the first category. A

close second accounted for 29 (40.3%) subjects in the 31-40

category. In the third division of 41-50, ten (13.9%) of the

population was ranked. The smallest number (three) accounted

for 4.2% in the 51-60 category.

Concepts were further identified using the variable of

race. Under the category of negative, there were 3 (42.9%)

blacks, 25 (83.3%) whites, 1 (3.3%) Native American, and 1

(3.3%) other. Positive self-concepts were expressed by four

(5.6%) blacks. Sixty-six or 91.7% of the sampling population

was white. Two or 2.8% of the Native Americans were also

judged positive.

Forty-two of the student teachers were from Old Dominion

University. Thirteen or 31% were rated with a low or

negative self-concept, whereas 29 or 69% were positive. The

76

comparison of the 12 from Virginia Wesleyan College ranked

five or 41.7% negative with seven or 58.3% as positive.

Twenty-five (65.8%) were positive as compared to 13

(34.2%) who were negative among the Virginia Beach student

and cooperating teachers. The comparison for Norfolk was 33

(78.6%)) as positive and 9 (21.4%) regarded as negative. The

third school division of Chesapeake had 14 (63.6%) as

positive in comparison to 8 (36.4%) as negative.

The final categorization was by years of teacher

experience. The 30 externals ranked the majority with 18

(60%) with no experience. The second category of 1-5 years

contained one (3.3%). In the 6-10 years, four (13.3%) were

listed. Two (6.7%) had from 11-15 years and four (13.3%) had

been teaching from 16-20 years. Only one (3.3%) had 21 and

more years of experience. Under the category of positive,

72 (70.6%) were categorized with the majority of 37 (51.4%)

with no experience. Four (5.6%) had from 1-5 years of

experience. In the third category, nine (12.5%) were in the

6 to 10 years of experience. The fourth category with 12

(16.7%) had from 11-15 years. Under the heading of 19-20

years, six (8.3%) were listed. Four teachers (5.6%) had 21

and more years of contractual experience. The chi square

statistic calculated to the 5% level of confidence found no

statistically significant difference between variables.

77

PERCENTAGES OF RESPONSES TO STATEMENTS

Analysis of reactions is confined to statements that are

significantly above the mean score. Table 6 includes the

presentation of scores using the chi square statistic to the

p < .05 level of confidence. The scores under strongly

agreed were high (93.1%) in Statement Two which says, There

is a need to improve the teaching profession. Even those

with a low or negative concept, for a total of 90%, were in

agreement. A chi square of 4.72 was found to be significant

(p < .05).

Statement three: If testing of teachers is to be

successful. the idea of testing must be accepted by

teachers. Ninety percent of the negative population agreed

with this statement, while 80.5% of the positive population

agreed. The chi square of 3.69 was not found to be

significant.

Statement six: The decision to test teachers should be

made ... The positives were in agreement to the national

level with a 52.8%. The negatives were in favor at the

national level with 53.3%. The positives ranked the state

with a 58.3%. A chi square of 8.65 was found to be

significant at the 5% level of confidence.

Statement seven: Prospective teachers should be

required to pass a basic skills test before acceptance into

a teaching training program was accepted by both groups. The

negatives had a total score of 70%. The positives were very

78

Table 6

Percentages of Responses Across Tennessee Self-Concepts According to Statements

Low or Negative High or Positive (0-50%) (51-100%)

Item D u A D u A

Sl 13.3 3.3 83.3 2.8 6.9 90.3 S2 10.0 0 90.0 2.8 4.2 93.1 S3 3.3 6.7 90.0 12.5 6.9 80.5 S4 53.3 26.7 20.0 43.1 26.4 30.6 SS 33.4 30.0 36.7 40.3 22.2 37.5 S6A 36.7 30.0 33.3 44.4 16.7 38.9 S6B 26.7 43.3 30.0 27.7 13.9 58.3 S6C 13.4 33.3 53.3 33.3 13.9 52.8 S7 16.7 13.3 70.0 2.8 2.8 94.4 S8 16.6 6.7 76.6 9.7 11.1 79.2 S9A 16.7 23.3 60.0 2.8 11.1 86.1 S9B 10.0 16.7 73.3 5.6 15. 3 79.2 S9C 6.6 20.0 73.4 8.4 15.3 76.4 S9D 26.7 20.0 53.3 9.7 19.4 70.8 SlO 30.0 30.0 40.0 44.4 22.2 33.4 Sll 66.6 23.3 10.0 70.8 18.1 11.1 S12A 36.6 16.7 46.6 29.2 26.4 44.4 Sl2B 53.3 20.0 26.6 59.7 19.4 20.9 Sl2C 56.7 23.3 20.0 54.2 36.1 9.7 Sl3 60.0 0 40.0 33.3 2.8 63.8 S14 53.3 33.3 13.3 36.1 44.4 19.5 SlS 0 73.3 16.7 0 75.0 25.0

Averages 29.01 22.41 48.47 26.07 19.50 54.36

*Significance at p < .05; x 2 (z)~ 3.84

xz df=2

4.88* 4. 72* 3.69 1.58 2.66 6.24*

11. 67* 8. 6s~·r

11. 70* s. oo~':

12.41'1r 5.53* 3.99* 9. 89'1r 6.65* 1.57 4.12* 1.43 4.56* 8.06* 3.26

.07

79

strong in agreement with a total score of 94.4%. The strong

agreement of 11.70 chi square was found to be significant at

the p < .05 level.

Statement eight: Testing should be uniform throughout

the United States so teachers can be certified throughout the

nation. Negatives were in agreement with a 76.6% score.

Positives expressed agreement with a combined score of 79.2%.

The similarities in agreement yielded a chi square of 5.00

at the < .05 level of significance.

Statement nine C: the passing of the professional

knowledge section. The population judged as negative gave

this a high score of 73.4%. Again the similarity in

agreement with a chi square of 3.99 was significant at the p

< .05 level of confidence.

Statement eleven: Testing should only be a paper and

pencil examination. A total of 70.8% of the positives were

not in favor of this as the only means of assessment. A chi

square of 1.57 was not found to be significant at the < .05

level of significance.

Statement twelve: Be discontinued as a result of supply

and demand of teachers. Under the low category, 56.7% were

in disagreement to the statement that testing will discourage

potential teachers from entering the profession. The high

scorers were also opposed with a 54.2%. A chi square of 4.56

was significant at the 5% level of confidence.

80

Statement thirteen: Generally speaking, I feel

comfortable when taking standardized tests, generated the

most divergent scores. The population with low scores was

60% in disagreement, with none undecided, and 40% in

agreement. These scores reflect the assumption that a

population with a low self-concept would be negative towards

testing. The responses by those with a high self-concept was

33.3% who disagreed, 2.8% undecided, and 63.8% who agreed.

The chi square of 8.06 was significant at the < .05 level of

confidence.

SUMMARY

The purpose of this section was to present and compare

the responses of student and cooperative teachers toward

competency assessment of teachers and their own self-concept.

The Tennessee Self-Concept Scale (Fitts, 1965) was given to

student and their cooperating teachers to test Hypothesis

Three which holds:

There will be no significant relationship between

responses to the testing of teachers and

self-concept.

Percentages of responses and the results of the chi

square are presented in Table 6. The responses by population

were in agreement. The cooperating teachers favored

graduating student teachers mastering the basic skills test

before certification. They also were strong in their

81

feelings that prospeGtive teachers should be required to pass

a basic skills test before acceptance into a teacher training

program. Student teachers were not as strong in support of

passage of the basic skills test. The professional knowledge

section of the test received priority.

Based upon the findings of this research study which

found no statistically significant difference (p < .05)

between responses to competency testing and self-concept,

Hypothesis Three was retained.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

The first part of this chapter includes a brief summary

of the descriptive research, including the findings. The

conclusions, based upon the findings, are included in the

second part.

SUMMARY

The purpose of this descriptive study was to determine

whether there was a relationship between the responses of

teachers to teacher competency tests, measures of

self-concept, and locus of control. Specifically, this study

included the following research hypotheses:

1. There will be no statistically significant

relationship between the responses toward competency testing

of student teachers and their cooperating teachers.

2. There will be no statistically significant

relationship between locus of control and teachers' responses

toward competency assessment.

3. There will be no statistically significant

relationship between responses to the testing of teachers and

self-concept.

82

83

POPULATIONS

The populations studied were the student teachers of the

fall class from Virginia Wesleyan College and Old Dominion

University and their cooperating teachers. Fifty-five

acceptable surveys by student teachers were returned.

Besides these students, the study utilized the cooperating

teachers in the school divisions of Chesapeake, Norfolk, and

Virginia Beach assigned to these student teachers. The

student teachers included 14.5% males (n=8) and 85.5% (n=47)

females. A total of 47 cooperating teachers responded with

21.3 males (n=lO) and 78.7% (n=37) females. The 55 student

teachers included 52 whites, 2 Native Americans, and 1 other.

The population of 47 cooperating teachers included 7 blacks,

39 whites, and 1 Native American.

RESEARCH DESIGN

Three instruments were given to teachers to obtain their

responses to the assessment of teachers. These instruments

included a Likert-type five-point questionnaire, constructed

by this researcher, The Modified Locus of Control Inventory,

and a Tennessee Self-Concept Scale. Percentages of responses

were analyzed using the statistical procedure of percentages

and the chi square statistic at the 5% level of confidence

(Tables 1-6). These results were analyzed to determine if

there were statistically significant differences (p < .05)

among the responses.

84

FINDINGS

Analysis of the data indicted that the majority of

student and cooperating teachers are not opposed to the

testing of teachers. However, they did not feel that testing

of teachers would improve the quality of instruction. Null

Hypotheses One was retained because no statistically

significant differences were found between the responses to

competency testing of teachers by student and cooperating

teachers. Null Hypotheses Two was retained because there

were no statistically significant differences found between

the way the internal and external populations viewed testing.

Null Hypotheses Three was retained because there were no

statistically significant differences found between those

subjects with high or low self-concept.

Furthermore, both student and cooperating teachers were

most concerned with the need to improve the status of the

teaching profession and view testing as a means to this end.

The desire for uniformity was expressed with the interest in

national certification, as well as the support for testing

teachers at the national level. There was disagreement on

the subject of testing of veteran teachers; student teachers

favored, and cooperating teachers opposed. Opposition was

expressed by both groups to testing being the only means of

evaluation. Both populations felt that testing would not

discourage potential teachers from entering the profession

or that testing would be discontinued as a result of supply

85

and demand. Both the student and the cooperating teachers

ranged from undecided to negative regarding the adequacy of

the knowledge needed in the classroom as assessed by the

National Teacher's Examination. Uncertainty by student and

cooperative teachers in their confidence to pass the National

Teacher's Examination was higher than average.

CONCLUSIONS

Persons will not be encouraged to nor discouraged from

entering the teaching profession because of their feelings

about teacher testing or because of personality

characteristics such as locus of control or self-concept.

DISCUSSIONS

There has been much debate as to the value of competency

testing of teachers. Despite 46 states having implemented

competency testing before granting teachers initial

certification (Sandefur, 1986), some opponents do not feel

it will improve the profession of teaching. Bo'th student and

cooperative teachers in this study expressed the need for

improvement in the status of teaching. This same population

felt testing of teachers would accomplish this objective.

The fact that most of the subjects who had taken the

National Teacher's Examination were undecided to negative in

their evaluation of the fairness of the NTE may prompt state

educational boards to update the content of the examination.

86

This population expressed that emphasis is needed on the

basic skills section and the professional knowledge content.

RECOMMENDATIONS FOR FURTHER STUDY

Given the low levels of significance among the variables

examined in this study, even though the limits of the study

are clear, this researcher does not feel that further testing

of the hypotheses which prompted this effort would provide

different results. It is recommended that the issue of

teacher testing and its effect on the type of personality of

those to teach should be laid to rest.

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S6

V XIGN:!IcicIV

96

COLLEGE OF EDLT.\TIO:-;

VIRGINIA POLYTECHNIC INSTITUTE AND ST A TE UNIVERSITY

DIVISION OF ADMINISTRATIVE AND EDUCATIONAL SERVICES

Dear Participant,

Blacksburg. Virgmia 2-i06 l

4968 Providence Road Providence Elementary Virginia Beach, VA.23464 August 22, 1986

You have been selected to participate in a study to determine if there is a relationship between reactions of student and cooperating teachers toward testing of teachers, measures of self-concept, and locus of control. Findings from this survey will be used in my dissertation to satisfy the re-quirements of obtaining a doctorate from VPI&SU.

As a teacher, I am aware of the untold demands on your time. The completion of the enclosed instruments will take approximately 30 minutes. A summary of the results of this study will be tele-phoned or mailed to you. Please add your phone number or address on the demographic data sheet, if you are interested in the results.

Please be assured that the responses to this investigation are confidential. No data will be released under any circumstances regarding an individual's responses.

The Tennessee Self-Concept Scale is a measure of your own self-concept. The Modified I-E Scale is included to determine if control over one's life is influenced by internal or external forces. The purpose of the survey is to obtain your reactions toward the competency testing of teachers.

As you know, passing a teacher competency test is now required in order to receive certification in Virginia. There is a need to determine if the results will improve the profession of teaching. Your contribution of time on behalf of teachers is appreciated.

Thank you in advance for your participation in this study. If you have any questions, please call my personal number (804) 467-6261.

Sincerely yours,

Patricia C. Slaughter

97

REACTIONS TO TESTING OF TEACHERS

The purpose of this survey is to record the responses of selected persons to statements regarding competency testing of teachers.

Please read each statement and decide whether or not you strongly disagree (SD), disagree (D), are undecided (U), agree (A), or strongly agree (SA), with each of the statements listed, and indicate your preference by circling the appropriate letter.

1. Testing of teachers has come about as the result of demands by the American public for higher teacher competence.

SD D u A SA

2. There is a need to improve the status of the teaching profession.

SD D u A SA

3. If testing of teachers is to be successful, the idea of testing must be accepted by teachers.

SD D u A SA

4. Testing of teachers will improve the quality of instruction in the classroom.

SD D u A SA

5. Veteran teachers should be tested before being awarded a certificate renewal.

SD D u A SA

6. The decision to test teachers should be made:

6A. at the local school board level.

SD D u A SA

6B. by the state board of education.

SD D u A SA

6C. at the national level.

SD D u A SA

7. Prospective teachers should be required to pass a basic skills test before acceptance into a teacher training program.

SD D u A SA

8. Testing should be uniform throughout the u. s. so teachers can be certified throughout the nation.

SD D u A SA

98

2

9. Graduating student teachers should not be certified unless they pass:

(A) the basic skills/general knowledge section of the NTE exam. *(Notes on third page).

SD D u A SA

( B) a content and speciality examination.

SD D u A SA

(C) professional knowledge section.j

SD D u A SA

(D) All sections of the exam.

SD D u A SA

10. Testing may adversely affect members of ethnic minority races who desire to become teachers.

SD D u A SA

11. Testing should include only a paper and pencil examination.

SD D u A SA

12. Testing will:

(A) improve the professional status of teachers.

SD D u A SA

(B) discourage potential teachers from entering the profession.

SD D u A SA

(C) be discontinued as a result of supply and demand of teachers.

SD D u A SA

13. Generally speaking, I feel comfortable when taking standardized tests.

SD D u A SA

ANSWER EITHER QUESTION 14 or 15.

14. I felt the NTE was a fair assessment of knowledge needed in the classroom.

SD D u A SA

15. I feel confident I will pass the National Teacher's Examination.

SD D

99

Survey Instrument

3

Demographic Data

Directions: Please fill in the blanks or check appropriate column.

Position

Student Teacher

___ Cooperative Teacher

Age Category

21-30 ---31-40 ---41-50 --51-60 ====61 or older

Student Teachers Onlv

Name of college sponsoring student teaching experience

My initial practice teaching experience will be in the school system of ______ _

Sex

Male

Female

Black ---Caucasian ---Hispanic ---Native American ---Other

Cooperative Teachers Onlv

Number of years of contractual teaching experience

My contract is with the school system of

Thank you for completing this survey. Please return to

Mrs. Patricia C. Slaughter 4613 Casper Court Virginia Beach, Virginia23462

*Basic skills/general knowledge--Reading, writing, and computa-tional skills. General knowledge includes literature, fine arts, math, science, and t.1e social sciences.

Content/Speciality--Assessment of candidates' specific content knowledge in the fields they intend to teach.

Professional knowledge--The pedagogy Gests that assess the candidates' knowledge of instructional planning, methodology of teaching, and evaluation.

100

VIRGINIA TECH Di\ision of A<lministr.UiV<: and b.Jucatmn:1I Senit .. :es

Dear Educator,

October 19, 1986

Cnivcrs1ry Ciry Office Building Blacksburg, VA 24061

Several weeks ago you were invited to participate in a study to determine if there is a relationship between the re-actions of student and cooperating t.eaci1e1:::; Luwdtd. testi11g of teachers, measures of self concept, and locus of control. Your contribution is most important if we are to ascertain teachers' opinions on the subject of competency testing.

I am enclosing a second instrument approximately 30 minutes of your time. Glenn Koonce, Georgetown Elementary via October 31st.

packet. This will take Please return to Dr. the pony system by

Please be advised that the results of your efforts will be treated both confidentially and professionally. No data will be released under any circumstances regarding individuals' responses.

A summary of the results of this study will be telephoned or mailed to you. Please add your phone number or address on the demographic data sheet if you are interested in the results.

One of the intentions of this study is to allow teachers to voice their reactions toward the testing of teachers. Thank you in advance for your professional contribution of time.

Sincerely,

Patricia C. Slaughter

Virginia Pol~1cchnic ln5ricure and S1are Cnivc:rsiry

APPENDIX B

101

102

The Modified I-E Scale

This is a questionnaire to find out the way in which certain events in our society affect different people. Place a check

x on the blank before the one response which more closely reflects your attitudes. Please select the one you actually believe to be more true rather than the one you think you should choose. Obviously, there are no right or wrong answers.

1.

2.

3.

4.

5.

6,

7.

8.

A.

B.

A.

B.

A.

B.

A.

Many of the unhappy things in people's lives are partly due to bad luck. People's misfortunes result from the mistakes they make.

One of the major reasons why we have wars is because people don't take enough interest in politics. There will always be wars, no matter how hard people try to prevent them.

In the long run people get the respect they deserve in this world. Unfortunately, an individual's worth often passes unrecognized no matter how hard he tries.

The idea that teachers are unfair to students is nonsense.

B. Most students don't realize the extent to which their grades are influenced by accidental happenings.

A. Without the right breaks one cannot be an effective leader.

B. Capable people who fail to become leaders have not taken advantage of their opportunities.

A.

B.

A.

B.

A.

B.

No matter how hard you try some people just don't like you. People who can't get others to like them don't understand how to get along with others.

I have often found that what is going to happen will happen. Trusting to fate has never turned out as well for me as making a decision to take a definite course of action.

In the case of the well prepared student there is rarely if ever such a thing as an unfair test. Many times exam questions tend to be so unrelated to course work that studying is really useless.

9.

10.

11.

12.

13.

14.

15.

16.

1 7.

103

The Modified I-E Scale Continued

2

A. Becoming a success is a matter of hard work, luck has little or nothing to do with it.

B. Getting a good job depends mainly on being in the right place at the right time.

A. The average citizen can have an influence in govern-ment decisions.

B. The world is run by the few people in power, and there is not much the little guy can do about it.

A. When I make plans, I am almost certain that I can make them work.

B. It is not always wise to plan too far ahead be-cause many things turn out to be a matter of good or bad fortune anyhow.

A. In my case getting what I want has little or nothing to do with luck.

B. Many times we might just as well decide what to do by flipping a coin.

A. Who gets to be the boss often depends on who was lucky enough to be in the right place first.

B. Getting people to do the right thing depends upon ability, luck has little or nothing to do with it.

A. As far as world affairs are concerned, most of us are the victims of forces we can neither under-stand nor control.

B. By taking an active part in political and social affairs, the people can control world events.

A. Most people don't realize the extent to which their lives are controlled by accidental happenings.

B. There really is no such thing as "luck."

A. It is hard to know whether or not a person really likes you.

B. How many friends you have depends on how nice a person you are.

A.

B.

In the long run the bad things that happen to us are balanced by the good ones. Most misfortunes are the result of lack of ability, ignorance, laziness, or all three.

18.

19.

20.

21.

22.

·23.

104

The Modified I-E Scale Continued 3

A. With enough effort we can wipe out political corruption.

B. It is difficult for people to have much control over the things pulitician5 do in office.

A. Sometimes I can't und~rstand how teachers arriv~ 8t the grade~ they give.

B. There is a direct connection between how hard I study and the grades I get.

A. Many times I feel that I have little influence over the things that happen to me.

B. It is impossible for me to believe that chance or luck plays an important role in my life.

A. People are lonely because they don't try to be friendly.

B. There's not much use in trying too hard to please people, if they like you, they like you.

A. What happens to me is my own doing. B. Sometime I feel that I don't have enough control

over the direction my life is taking.

A. Most of the time I can't understand why poli-ticians behave the way·they do.

B. In the long run the people are responsible for bad government on a national as well as on a local level.

APPENDIX C

105

Pub11sned by

w 1828

106

Answer Sheet m1•11111z

RESPO~SE RESPONSE I tEM RFSPONSE

13 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

.. :~::}~:·~ :;i~:;~~~~%;~ :.r;;,~:r~:· ;\·~~t~~:~~: :~;t ~1;J±1~~ 15

17

31

33

35

49

50

SI

52

53

54

67

68

69

70

71

72

85

86

87

Sa 89

1 2 3 4 5

I 2 3 4 5

1 2 3 4 5

1 2 3 4

1 2 3 4 5

1 2 3 4 5

t 2 3 4 5

2 3 4

1 2 4 s 1 2 3 4 s

1 2 3 4 s

1 2 3 4

t 2 3 4

1 2 3 4 s

1 2 3 4

1 2 3 4 5

2 3 • ·s

1 2 4 5

1 2 ·3 4 5

1 2 3 4 5

I 2 3 4

~ 90 > ", :11~:;~~:;:{ ~,.~: 99 12345

9

11

25

27

29

43

44

45

46

47

48

61

62

63

64

65

66

79

80

81

82,

83

3 4 5 3 12345

t 2 3 4 5 5 1 2 3 4 5

1 2 3 4 19 1 2 3 4 5

1 2 3 4 21 t 2 3 4 5

1 2 3 4 5 23 1 2 3 4 5

3 4 37 1 2 3 4 5

1 2 3 4. .38 ·'t 2· .. 3 4· .,:, ,-.

l 2 3 4 39 1 2 3 4 5

,. 2 4 5 . 40 1 2 3 4 5

2 J ..j 5

1 2 4 5

1 2 3 .1 5

1 2 3 4 5

1 2 3 4

l 2 3 4

1 2 3 4

1 2 ~: 5

1 2 4 5

t 2 3 .- 6

l 2 3 4 5

1 2 3 4

41

42

55

56

57

58

59

60

73

74

75

,76 77

2 3 4

1 2 4 5

I 2 3 4

1 2 3 4 5

2 3 4

1 2 4 5

1 2 3 4

1 2 3 4 5

1 2 3 4 5

t~ ~:~?;;{\·~, 1 2 3 4 5

8~:·;: y:~tdPE:~· '\?J> f1'.f~~ 95 l 2 3 4 5 91 1 2 3 4 5

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C0oyr19n1 • 1 'l54 bv W1il1am H ~1rts

Not IO be reproduced 1n whole or 1n part w1inou1 wr1tren permission ot Western P:;,.cno1oq1ca1 SCf\11Ces All riqnis rcser\led 3 4 S 6 7 8 q :.,;:riled mu SA

Pub/lsn~ by

W-1828

107

Answer Sheet ., .. ,,,, __ _

Copyright o 1964 by W1111am H. Fitts Not lo be reproduced Ill whole Of' 1n part without wr11ten perm1s5'on ot Western PsvchOJOg1ca1 Services M nghts reserved 3 4 5 6 7 8 9 ~l'!rile<l in U.S A

-

T Percenllle Sell· CrtUclam

Total PoalUv•

·. i·.':l·/

Row 1 • • ····':~~ - • Identity l.UetacUon

Tennessee Self-Concept Scale Profile Sheet

POSITIVE SCORES

Row 3 Behnlor

Column A Phya/cal Self

Column 8 Mor•I·

Elhlc•I Sell

Colunln C Per1una1 S•ll

Column 0 f.tmily Sell

Colurnn E Sucl;al S•lf

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APPENDIX D

109

110

VIRGINIA BEACH CITY PUBLIC SCHOOLS SCHOOL ADMINISTRATION BUILDING• P. 0. BOX 6038 •VIRGINIA BEACH, VIRGINIA 23456

E. E. BRICKELL SUPERINTENDENT OF SCHOOLS

August 29, 1986

Ms. Patricia C. Slaughter

Virginia Beach, VA 23462

Dear Ms. Slaughter:

We have received the additional information from you concerning your dissertation research. By this letter, you are authorized to contact Mrs. , staff development specialist, to initiate your survey of cooperating teachers.

The assessment specialists and I feel that you do need to review your data-collection procedures. The directions for the I-E Scale are confusing and there are no directions for the return of the data to you. Finally, you need to assess the section of your dissertation concerning the analysis of data.

Best wishes with your research.

Sincerely,

, Director Office of Planning, Assessment,

and Resource Development

xc: Mrs. , Staff Development Specialist Office of Curriculum and Staff Development

Dr. , Director Cooperative Doctoral Program

111

September 4, 1986

Ms. Patricia C. Slaughter

Virginia Beach, VA 23462

Dear Ms. Slaughter:

Your request to survey thirty-five Norfolk cooperating teachers, on the subject of competency testing of teachers, is granted.

Best wishes to you in this endeavor.

Sincerely,

Di rector Research, Testing and Statistics

jas

,UHX)L AD.\llNISTKAflO.'; llUILLllNC POST Off;ct flOX 1 h7 '-ORfOI ~ l/l~Cl:"I·\ ·c..' l_',l_l~------

' I I

j

i

112

September 30, 1986

Dear Cooperating Teacher:

Mrs. Patsy Slaughter is qathering data for her doctoral dissertation. She has requested that the Chesapeake schools grant her permission to a5k your hei p and time as a cooper<1t i nCJ tecJr.her in this task. I as~ you tn please take that time and complete the instrum~nts she is asking you to complete.

Some of you may already have advanced degrees and understand t~e

difficulties involved in finding an acceptable population. Otners of you may one day work toward an advanced degree and vou vii 11 then be in Mrs. Slaughter's position -- relying upon the kind coo~eration of ~ersons

ike yourselves.

You do not have to take part in the study and no one besides vourself wi 11 know one "'ay or the other. Your help Vii 11 be appreciated, however. If you have questions about the study or the instruments vau can feel free to cal I me at 547-0153.

Thank you for your time.

Sincerely,

Supervisor of Research/Testing

:m

'-------·-··-. ···----·--·····--· -· ··-· - ..

'l'I 11<-------------·-----l -:-\l\"EW.;ffy < lF CO:\,ECTICl T

113

The College of Liberal Arts and Sciences Dt~;iarrm:::ii <'f f',~i.:ht'l•H!V Uo' L.:-~O. Room -llli . -106 CroC''- C;impus Ro;1d Swrn, Clinnecti..:ut 06268

October 22, 1986

Patricia C. Slaughter

Virginia Beach, BA 23462

Dear Ms. Slaughter:

You have my permission to reproduce the I-E

Scale for your dissertation research.

Very truly yours,

JBR/isw Pjofessor of Psychology

The vita has been removed from the scanned document